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BASIC GOALS 

LOR LLLMLNTARY CHILDREN 





LEVELS TWO AND THREE 

BUREAU OF INDIAN AFFAIRS t 

DEPARTMENT OF THE INTERIOR 







































UNITED STATES 

DEPARTMENT OF THE INTERIOR 
Stewart L. Udall, Secretary 


BUREAU OF INDIAN AFFAIRS 
Robert L. Bennett, Commissioner 


DIVISION OF EDUCATION 

Carl L. Marburger 
Assistant Commissioner 



Order from 

Publications Service 
Haskell Institute 
Lawrence, Kansas 


GOALS 


BASIC 

’/ 

for 


ELEMENTARY CHILDREN 


LEVELS TWO and THREE 


VOLUME II 


Prepared by 

Bureau of Indian Affairs 


1966 





INTRODUCTION 
BUREAU EDUCATIONAL PHILOSOPHY 
GUIDANCE 



Level Two. 5 

Level Three. 10 

Bibliography . 14 

SOCIAL STUDIES 


Level Two. 16 

Level Three. 22 

Bibliography . 29 

MUSIC 

Level Two. 34 

Level Three. 37 

Bibliography . 40 


GO ./Q 7^ 0 0 














LANGUAGE ARTS 


LISTENING 

Level Two. 41 

Level Three. 43 

Bibliography . 45 

SPEAKING 

Level Two. 48 

Level Three. 58 

Bibliography . 66 

READING 

Level Two. 70 

Level Three. 75 

Bibliography . 80 

WRITING 

Level Two. 82 

Level Three. 86 

Bibliography . 95 

LITERATURE 

Level Two. 96 


iii 















Level Three. 100 

Bibliography . 104 

ART 

Level Two. 106 

Level Three. 110 

Bibliography . 113 

HEALTH AND PHYSICAL FITNESS 

Level Two. 115 

Level Three. 125 

Bibliography . 137 

SCIENCE 

Level Two. 138 

Level Three. 144 

Bibliography . 149 

NUMBER CONCEPTS 

Level Two. 151 

Level Three. 160 

Bibliography . 169 


IV 
















INTRODUCTION 


Bureau teachers, counselors, administrators, education specialists, and others interested in Indian educa¬ 
tion, long have been engaged in developing and revising guides based on needs and common experiences of 
Indian children to provide a framework for planning curriculums. A committee of educators from eight Areas 
and the Central Office, prepared this 1966 revision of the guides, Basic Goals for Elementary Children , 

/ composed of four volumes, and a scope and sequence chart in three sections. Acting as consultants to the 
committee, for varying lengths of time, were two tribal councilmen and two linguists, one of the latter 
from the Bureau and one from the Center for Applied Linguistics. 

Basic Goals for Elementary Children , from the beginners level through the eighth, are guides only , to be 
used by teachers and other staff members in planning and organizing curriculum to meet the specific needs 
and interests of the children of their schools. The structured content reflects concepts, attitudes, and 
skills believed to be realistic and essential for Indian children to acquire in order that they may cope 
adequately with their environment and further their education. 

These guides are not intended to be restrictive nor limiting, nor to be the final word in Bureau elementary 
curriculum. School staffs are urged to use them, to examine them for strengths and weaknesses, and to 
determine needed changes in content and format for future revisions. 

In developing the guides, much effort has been put forth to indicate and to suggest learning content at 
each level, which will prepare Indian children to compete favorably with their peers in other school situa¬ 
tions, which is compatible with the maturity of the children, and which takes into account both the rich 
cultural heritage of the children and their unfamiliarity with culture groups other than their own. 

Throughout the total framework of the Basic Goals for Elementary Children , from the beginning year through 
the eighth level, there can be traced many important themes or basic concepts that should be developed with 
children as they progress through the years. Such structuring and sequencing of content gives direction to 
planning and organizing the local curriculum, yet permits much freedom for varying the emphases to accommo¬ 
date the needs and interests of children of any particular school. 

School staffs and individuals will find various ways to use the guides in their curriculum work. Some com¬ 
mittees may find it helpful in using the three sections of the chart and the manuals to begin by: 






1. Identifying an important theme, tracing it from the beginner through the eighth levels, or occa¬ 
sionally reversing the order and naming the theme appropriately. 

2. Setting aside, for working purposes, goals in each level which reflect this theme and using these 
goals to serve as the nuclei of teaching units at each level. 

Skillful development of these units with the children at each level will help them to deepen and extend 
their experiences, insights, understanding and skills, and advance their development of concepts related to 
a particular theme. 

Another approach might be to: 

1. Clearly identify, without referring to the guides, an important concept which teachers and parents 
believe children should develop. 

2. Study the chart to determine if this concept can be traced from level to level; record the goals 
that manifest this concept or theme; write in additional goals that are needed to help guide the 
children in exploration and concept development. 

3. Use relevant goals at each level as the nucleus for unit development. At times a single goal may 
be broad enough for the nucleus around which a great deal of learning can be acquired. More often, 
related goals may be selected from the various learning areas and clustered to form the nucleus of 
a unit. 

The suggestions on activities, techniques, and bibliographies are not assumed to be exhaustive in any 
instance. While many good suggestions have been made, they must through necessity be limited in these 
guides. These are offered to help the teacher get started. It is expected that he will make additions 
and deletions to better achieve his purposes. Teachers will note changes in the format of the Basic Goals. 
Currently there are four volumes. The goals are arranged within content fields and a carefully prepared 
bibliography follows each subject area in each volume. These changes came about as a result of committee 
work in which individuals worked in the areas of their greatest competence and submitted goals by areas and 
levels. It is hoped that the more compact volumes with easy, ready reference, and useful bibliographies, 
may offset some apparent disadvantages such as fragmentation of goals, which makes it difficult to recog¬ 
nize flow from level to level and from subject area to subject area. 

To function in English, the language of the school, Indian children must be able to communicate in English. 
To communicate in English requires mastery of language items to the extent that they can be produced spon¬ 
taneously and automatically in correct context. 


2 



Communication in English involves real responses to real situations. For the Indian child coming to school 
speaking little or no English, or substandard English, his responses are an outgrowth of learning and the 
application of pre-arranged pattern drills. Time and effort must be devoted both to the sequential and 
structural practice of English and to the use of this English in other subject areas. 

No attempt has been made in this guide to develop a structured sequence for the teaching of English as a 
second language. However, a number of suggestions appear for the use of situational or functional English. 
In addition to suggestions in Speaking , sample language implications appear at each level and in each sub¬ 
ject to indicate how there may be carryover of patterns learned, or being learned, into all areas of work. 
Patterns developed through sequential practice should be related to children's activities and experiences 
such as those in the dining room, the dormitories,! and on the playground. To have a quality program in 
English as a second language, emphasis must be placed on communicating in English throughout the school 
day. 


3 



BUREAU EDUCATIONAL PHILOSOPHY 


The basic philosophy of the Bureau of Indian Affairs encompasses the belief that all Indian children must 

have the opportunity to realize their full potential and to become useful members of society. 

The great explosion of knowledge demands from each child independence and self-initiative. To facilitate 
ongoing and independent learning, teachers should have access to widespread and well-organized materials 
and services. They should bend their energies toward developing attitudes of discovery, problem-solving, 
research, and experimentation leading to creative and critical thinking. More specifically, the Bureau 
objectives for Indian education are as follows: 

A. To provide a climate conducive to aesthetic, social, and intellectual development 

B. To develop communication skills 

C. To develop and maintain sound health of body and mind 

D. To develop a feeling of belonging, a feeling of importance, and a sense of security coincident to 

an adequate self-image in both the Indian and non-Indian society 

E. To maintain pride in Indian heritage and to develop awareness, understanding, and respect for other 
cultures 

F. To develop a code of values acceptable to the student and to the society in which he lives; and to 
motivate in him a desire to practice it 

G. To develop economic competency 

H. To develop an inquiring mind. 


4 


guidance 


LEVEL TWO 


GUIDANCE 


LEVEL TWO 


Goal 1: Shows self-control 
in many situations 


Goal 2: Initiates actions 
to help new pupils and 
visitors feel welcome 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 

The outcome of this goal is to gain the self-concept: "I can control 
myself." This, too, is a goal which can be implemented throughout the day 
in many routine activities with such standards as: 

I can control myself when I am angry. 

When I think of hitting someone, I control myself. 

I do not hurt another person when I am angry. 

When I am very happy, I do not disturb others with my laughter. 

I may feel like running, but I control myself instead, and walk quietly. 

There will be occasions when new pupils are admitted to school. When a new 
pupil enters, the teacher should introduce him to the group, telling them 
where he has gone to school before coming to this class. He may then say, 
"John, you may help Frank today. Show him we are happy that he came to our 
school." 

With the group, the teacher may discuss what should be done to make new 
pupils feel happy. Out of such a discussion should grow some of the follow¬ 
ing standards: 

1. We show new pupils where to get books, paper, crayons and pencils. 

2. We show new pupils where to put coats and caps. 

3. We show new pupils where to get a drink. 

4. We ask new pupils to play with us. 

These standards should be placed on a chart where they may be read or 
referred to frequently. When a member of the group acts unfriendly toward a 
new pupil, that member should be privately referred to the chart to review 
the standards of behavior toward new pupils. 


6 


GUIDANCE 


LEVEL TWO 


Goal 2: 


Goal 3: 
in play 
minimum 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 


(Continued) It is well to let children have the experience of greeting people at the 

door. Children may take turns in serving as classroom hosts or hostesses. 
They should be taught to greet the visitor with "Good morning" or "Good 
afternoon" and then say to the visitor, "Please have a chair." In quiet 
tones they should inquire, "Would you like to see some of our work?" or 
"Would you like to listen to us?" Children may show the visitor pets, writ¬ 
ten work, and charts, or allow him to listen to the class in progress. 

If the visitor is not acquainted with the teacher, he is introduced. 

Standards of behavior in entertaining visitors should be discussed with the 
group. After the group has decided upon the proper standards, those stand¬ 
ards should be written on a chart, and referred to frequently. 

The child has been guided at Level One in beginning his work promptly. Even 
though a child begins promptly, he may linger over his work and thus take 
more time than is necessary to finish a piece of work. Until habits of 
industry are established, the teacher should work frequently with the group 
on carrying out activities without wasting time, and guide them in formulat¬ 
ing standards such as: 

1. We begin our work promptly 

2. We do our work well. 

After the child has finished, he should evaluate his work, and if he has met 
standards, he should be permitted to engage in an activity of his own choos¬ 
ing such as using the easel to paint, carving soap figures, or reading 
interesting story books. Anticipating the privilege of engaging in an 
interesting activity of his own choosing often spurs a child on, so that he 
doesn’t trifle over his work. Such positive measures are much more fruitful 
of desirable results than teacher admonitions or scolding. 


Begins roost tasks, 
or work, with 
supervision 


7 


GUIDANCE 


LEVEL TWO 


Goal 4: Helps to plan for 
and to carry out his share 
of routine school tasks 


Goal 5: Shows growth in 
managing and using materials, 
supplies, and building 
facilities 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 


Making a youngster feel useful encourages a healthy attitude toward work. 

The alert teacher should: 

1. Watch for a child's first attempts to help others or to do things 
for himself, and encourage these attempts. 

2. Praise a child for trying to help. 

3. Avoid criticizing or condemning poor results, but gradually and 
tactfully steer the child toward better results. 

4. Plan routine duties so that all pupils have opportunities to per¬ 
form routine tasks. 

5. Display enjoyment of work. 

6. Begin to develop respect for the dignity of work. 

The child has been taught during the Beginner Level and Level One that 
orderliness is a part of his routine. He has been guided in keeping sup¬ 
plies in order, putting away materials in order after use, handling clay and 
paint without mess, and in cleaning up after himself or his group when a 
piece of work is finished. Some children will now need a minimum of guid¬ 
ance in this area. For those who need further help, the teacher and group 
may discuss how untidy desks spoil the appearance of the room; how it takes 
longer to find things in a disorderly desk, and how it keeps one from begin¬ 
ning his work promptly. Following such discussion, a set of standards 
should be formulated and placed on a chart; e.g.. We keep our desks clean 
and in order. The child who fails to meet a standard may be reminded by 
having him read the chart, and evaluate his performance in terms of the 
standard listed on it. 

Much of the scratching or marking on furniture is done because of lack of 
something better to do. Children will use their hands, either destructively 
or constructively. The teacher who sees that the hands are busy with con¬ 
structive activities has less difficulty with this problem. Respect for 
furniture should be developed by encouraging the children to participate, as 
far as their abilities will allow, in making their room attractive. If it 


8 




GUIDANCE 


LEVEL TWO 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 


Goal 5: (Continued) 


Goal 6: Shows growth 
in proper care of 
property 


is necessary to stand on a chair to reach something, as a child this age 
will sometimes need to do, first have him remove his shoes, or put a paper 
on the chair to protect the surface. 


The teacher may also discuss and set standards with the group about keeping 
hands off the walls. He may point out the reasons for keeping away from 
flower beds and plants and stress reasons for refraining from spitting on 
walks. 


Sample Language Implications for this Goal 


When 


Name 

going to 

sweep 

he 


erase the board 

she 


water the plants 

you 


feed the fish 



dust 


sweep 

on 

Monday 

erase the board 


Tuesday 

water the plants 


Wednesday 

feed the fish 


Thursday 

dust 


Friday 




The teacher should guide children in assuming responsibility for reporting 
property that needs repair; help them to set standards for the care of 
property; and review proper methods for handling books. 


9 
















GUIDANCE 

LEVEL THREE 


GUIDANCE 


LEVEL THREE 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 


Goal 1: Understands he 
can be a contributing 
group member 


Goal 2: Understands he 
is a capable person 


Goal 3: Plays and works 
unsupervised at least a 
part of every day 


At former levels, the pupil has been aided in belonging to the group. 
Assuming that this has been accomplished, the next step is that of contrib¬ 
uting to, rather than being a passive member of, the group. The teacher can 
implement this goal throughout the school day by encouraging not only par¬ 
ticipation in, but also an aggressive contribution to, the group activity. 

If a pupil can begin to develop aggressive interaction at this level, he may 
not lapse into an ineffective passiveness at a later level. He must be 
helped to feel that he is worthy of contribution, that he has value, and 
that his opinion is worthwhile. _/Bauer (1), Smith (14), and Weitz (18). 

This, too, is an attitude or self-concept which is not to be taught, or 
learned, as a single isolated fact, but is to be stressed and interwoven 
through the social studies curriculum, through emphasis on the cultural her¬ 
itage of the child, through the fine arts, and through physical fitness 
classes. The point to be gained is: "I may not be capable in all of these 
areas; but like all people, I am capable in something. I am the best, the 
biggest, or the fastest in something." Achievement at this level may go a 
long way in helping the child to be a more effective and self-actualizing 
individual as he proceeds to higher levels. 

This goal implies that children have been taught a sufficient number of 
games to choose from, and that they have played these games often enough to 
know the procedure and rules. It also implies that children have had some 
experience in helping to set up standards for playground behavior, and in 
evaluating their behavior as a group. At this level, children can be 
expected to start playing group games without the teacher. This does not 
mean that there need be no adult on the playground. For safety reasons, 
adult supervision is necessary. ^/Foster (6), and Slobodkin (12), (13). 


11 


GUIDANCE 


LEVEL THREE 


Goal 4: Assumes some 
personal responsibility 
in completing work tasks 
promptly and in cooperat¬ 
ing with others in play 


Goal 5: Extends ability 
to make choices 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 


Each day affords opportunities to meet this goal, including such activities 
as playing games in the classroom, dormitory, or on the playground. 


Children should be drawn into duscussions concerning kinds of conduct neces¬ 
sary in unsupervised play, at parties, and on trips, and helped to set 
standards for behavior in these situations. A short period of evaluation of 
their progress in such activities helps children to build pride in their 
achievements; to recognize instances that do not meet their standards; and 
to revise plans for achieving success in future activities. _/Foster (6), 
Slobodkin (12), (13), and Udry (15). 

Sample Language Implications Related to this Goal 


Situation: Two pupils are giving out equipment as children are going 

outdoors to play. 


Child A 
Child B 
Child C 
Child B 
Child D 
Child E 
Child C 
Child E 


I are going to play on the swings. 
I want to jump rope, 
and me the jump rope. 

Who wants to jump rope? Come on. 

We want to play dodge ball. 

We need the bat and b all. 

Give | Name | and j Name | the bat and ball. 
Who's going to play ball with us? 


Name 

and 

and 

Name 

Give 

|Name | 


Each child needs practice in making intelligent choices, again and again and 
again. The effective teacher can be ever alert to giving each child oppor¬ 
tunities to make choices and to guiding him to face the consequences of his 
choices. _/Weitz (18). 


12 














GUIDANCE 


LEVEL THREE 



EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 

Goal 6: Begins work 
promptly with little 
supervision 

Standards of previous levels pertaining to time should be reviewed. The 
child, with the help of the teacher, can set standards for work habits. 

Work habits should be evaluated to determine if the standards have been met. 
Bulletin boards with stories, drawings, and pictures showing good work hab¬ 
its may be prepared. /Bauer (1), Bendick (2), Foster (6), and Ziner (19). 

Goal 7: Learns that 
rewards result from 
successful accomplish¬ 
ment s 

Children tend to do that which makes them comfortable and avoid doing that 
which makes them uncomfortable. However, as soon as they begin to relate 
accomplishments with rewards, they may be motivated toward achievements even 
though they may be in uncomfortable stress. It is not always possible nor 
desirable to use material rewards to develop this concept, so the teacher 
must use praise intelligently as a reward. The teacher should know which 
tribes react negatively to praise and should be aware that this is a cul¬ 
tural trait for some. 

The teacher should continue in his attempts to develop a favorable attitude 
toward work. 

Goal 8: Shows improvement 
in neatness, orderliness, 
and courtesy in sharing 
materials 

Clean, neat, and orderly work, on a non-compulsive basis, should be encour¬ 
aged by the teacher, as this is desirable in our society. Sharing materials 
and showing respect for the work and rights of others are essential work 
habits. /Slobodkin (12), (13), and Udry (15). 

Goal 9: Avoids marring 
school furniture, walls, 
and buildings 

Furniture and equipment in school rooms, as well as in other areas of the 
campus, should be observed and findings reported. Together, teacher and 
pupils may set standards for the care of public and private property. Group 
and individual responsibilities should be determined. 


13 


BIBLIOGRAPHY 


1. Bauer, William W., and others. From Eight to Nine . Basic Health and Safety Program. Glenview, 

Illinois: Scott, Foresman and Company, 1962. 

2. Bendick, Jeanne. First Book of Time . First Book Series . New York: Franklin Watts, Incorporated, 

1963. 

3. Bryant, Bernice. Let's Be Friends . Chicago: Children’s Press, Incorporated, (n.d.). 

4. Durrell, Thomas J., and Dorothea W. Partch. Book Three . Basic Social Studies Series . Evanston, 

Illinois: Harper and Row Publishers, El-Hi Division, 1959-64. 

5. Elkin, Benjamin. True Book of Money. True Book Series. Chicago: Children’s Press, Incorporated, 

1960. 

6. Foster, Constance I. Developing Responsibility in Children . Chicago: Science Research Associates, 

1953. 

7. Gordon, Ira J. Children’s Views of Themselves . Washington: Association for Childhood Education 

International, 1959. 

8. Irwin, Leslie, and others. You and Others. Dimensions in Health Series. Chicago: Lyons and Carnahan, 

1965. 

9. Jackson, Kathryn, and others. Schools Around the World . The World Children Live In, Primary Series . 

Morristown, New York: Silver Burdett Company, 1965. 

10. _. Work Around the World . The World Children Live In, Primary Series . Morristown, 

New York: Silver Burdett Company, (n.d.). 

11. Mclntire, Alta, and W. Hill. Working Together . New Unified Social Studies Series . Chicago: Follett 

Publishing Company, 1965. 

12. Slobodkin, Louis. Excuse Me! Certainly . New York: Vanguard Press, Incorporated, 1959. 


14 























13. 


One Is Good but Two Are Better . New York: Vanguard Press, Incorporated, 1956. 

14. Smith, Eunice Y. Denny's Story . Chicago: Whitman, Albert, and Company, 1952. 

15. Udry, Janice M. Let's Be Enemies . Eau Claire, Wisconsin: E. M. Hale and Company, 1966. 

16. Waetjen, Walter B., and Robert R. Leeper (eds.). Learning and Mental Health in the School . Yearbook 

of the Association for Supervision and Curriculum Development. Washington: Association for Super¬ 
vision and Curriculum Development, National Education Association, 1966. 

17. Wann, K. W., and others. Learning About Our Families . Living in Our Time Series . Chicago: Allyn and 

Bacon, Incorporated, 1962-65. 

18. Weitz, Henry. Behavior Change Through Guidance . New York: John Wiley and Sons, Incorporated, 1964. 

19. Ziner, Feenie, and Elizabeth Thompson. True Book of Time . True Book Series . Chicago: Children's 

Press, Incorporated, 1956. 


15 












SOCIAL STUDIES 
LEVEL TWO 


SOCIAL STUDIES 


LEVEL TWO 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 


Goal 1: Knows there are 
various ways people 
communicate 


Children need to begin to develop an understanding of the importance and 
necessity of communication in the world in which we live today. They may 
study the following ways of communicating: 

1. Talking - correlate with oral language. 

2. Signaling - discuss and demonstrate ways Indians communicated 
(drums, smoke signals, sign language). 

3. Writing letters - write and mail a letter and use a map to trace it 
to its destination. Discuss why postage is necessary and make a 
collection of stamps. List ways in which children can help the 
postman. 

4. Telephoning - provide opportunities for children to make a telephone 
call. Emphasize proper etiquette. 

5. Newspapers, books and magazines - talk about these as types of 
communication. 

6. Telegrams - develop simple concept of telegram. 

7. Radio - discuss radio programs and report news stories heard on 
radio. 

8. Television - assign special television programs for children to 
watch and to report on. 

After studying about various ways people communicate, the children may plan 
and make a mural portraying the information they acquired. 


Goal 2: Becomes acquainted 
with simple maps of his 
classroom, playground, 
neighborhood, and community 
through making and inter¬ 
preting maps 


Through a study of their classroom, through walks around the school, and 
through field trips within the community, children may develop a broader 
understanding of their physical environment. As children visit various 
places in their community, or in a nearby community, they should become cog¬ 
nizant of the function of such institutions as the church, post office, 
bank, and store. Filmstrips, films, and pictures should be used to rein¬ 
force these concepts. 


17 


SOCIAL STUDIES 


LEVEL TWO 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 


Goal 2: (Continued) 


Goal 3: Knows some of the 
different kinds of work 
carried on in the community 
and associates individuals 
with each kind of work 


Goal 4: Identifies some of 
the types of work that are 
traditional in his own cul¬ 
ture and kinds acquired 
through contact with other 
people 


After children have been on walks and trips, through the use of dramatiza¬ 
tion and props, they may be guided in making simple maps. Later they may 
draw rudimentary maps of their classroom or community, using symbols which 
have meaning to them. To introduce physical maps, the teacher may help 
children make a map on a sand table or in a large box of sand, to show phy¬ 
sical features related to their environment. 

Pupils should talk about the different workers in the community and. tell of 
the kind of work each does. They may tell how workers help each other and 
what some do with the things they make or raise. Visits may be made to such 
places as the hospital, shop, post office, trading post, dairy barn, farm, 
the home of a woman making baskets, or the place where any other work is 
done. 

Letters, dictated to the teacher by the children, may be written to ask per¬ 
mission to make the visit, and thank-you notes should be written after the 
visit. Charts, booklets, posters, and friezes depicting what was seen may 
be made to strengthen concepts being developed. 

An older member of the community may be invited to tell the class about tra¬ 
ditional types of work carried on by his people, and a younger member of the 
community may be asked to tell about types of work that have been learned 
from other people. 

Children may take field trips to see different types of work in progress. 

The teacher may develop with the class simple experience stories about such 
subjects as: 

Work My Grandfather Does. 

Work My Father Does. 

The children may illustrate their stories. Older members of the community 
may act as resource persons. 

18 


I 


SOCIAL STUDIES 


LEVEL TWO 


Goal 4: (Continued) 


Goal 5: Understands that 
his family and the school 
both have certain responsi¬ 
bilities for him; that some 
responsibilities are shared 
by both; that he has certain 
responsibilities, which he can 
identify, toward his family 
and the school 


Goal 6: Begins to develop 
appreciation for differences 
in family patterns in other 
cultures 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 


The class may make a collection of tools used in the traditional world of 
work, and a collection of pictures of modern tools and equipment being used 
in the community. 

The children may draw illustrations of both traditional and modern tools 
which they have seen used. They should tell about their pictures. 

Through discussion with the child, an understanding of his responsibilities 
at school should be established. The teacher may develop with pupils an 
understanding of their responsibilities at home. They may talk about things 
their fathers and mothers do for them, with stress on such activities as 
daily preparation of meals, provision and care of clothing, and supervision 
when they are not in school. 

Pupils may engage in role playing to portray those activities which properly 
belong in the home and those which belong in the school. 

Children may make picture albums showing home activities and school 
activities. 

The teacher may develop with pupils such topics as: 

Things I Do at Home. 

Things My Father Does for Me. 

Things My Mother Does for Me. 

Children may: 

1. Study and discuss pictures of family groups in other cultures such 
as Japanese and Spanish. 

2. Listen to or read stories about families in other cultures and com¬ 
pare these families with their own. 


19 


SOCIAL STUDIES 


LEVEL TWO 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 


Goal 6: (Continued) 


Goal 7: Understands and 
discusses how people and 
things travel from place 
to place 


3. If families of different cultures live in the community, pupils may 
invite them to visit. They may compare their family patterns with 
their own. 

Children usually are informed concerning local travel. Many of them travel 
to school on a bus. Now, many Indians on reservations have their own cars 
or pickups. Some travel in wagons. Others ride horseback. Bicycles are 
used on some reservations. Through pictures, films, and strips, other modes 
of travel - plane, train, bus, ship - may be introduced. Pupils may cut out 
and mount pictures of different modes of travel and tell about them. They 
may make trains, cars, and busses from cardboard cartons and use them in 
dramatic play. 

Pupils may tell and write stories about trips they have taken. 

With the assistance of the teacher they may make illustrated charts showing 
different means of travel. 

Sample Language Implications Related to this Goal 

My brother rides a horse. 

My family drives a pickup to town. 

I ride a bus to school. 

My (sister) rode a big bus to (City) . 

Some people fly in an airplane from (City) to New York City. 

A train carries people from (City) to (City) . 

Ships carry passengers across the ocean. 

Airplanes fly across the ocean, too. 

Spaceships carry men high above the earth. 


20 








SOCIAL STUDIES 


LEVEL TWO 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 


Goal 8: Learns some of Activities related to this goal which were introduced at Level One should be 

the ways in which the reviewed and extended. 

heritage of his people 

has contributed to the 

lives of others 


Goal 9: Identifies some 
of the major economic 
needs and wants of children 


At Level One children were introduced to some of their basic needs. These 
should be reviewed. Children should be led to express themselves to the 
best of their ability concerning things they believe they need and things 
they want. The teacher should attempt to develop* some understanding of the 
difference between wants and needs. 


21 






SOCIAL STUDIES 


level three 


SOCIAL STUDIES 


LEVEL THREE 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 


Goal 1: Knows neighboring 
communities and how they 
help each other 


Goal 2: Compares his way 
of living today with that 
of his grandparents' day 


Generally, a pupil at this level is acquainted with the world about him and 
is ready to move beyond his immediate community. He needs to learn about 
people living in other communities. A discussion of places where pupils 
have visited or lived could serve as an introduction to a unit centered on 
the neighboring community. The following activities might be developed 
cooperatively by the children and teacher. 

1. Learning names of nearby towns, villages^, or cities. 

2. Planning a trip to a neighboring community. 

3. Tracing a journey on the State map. 

4. Making a list of special places to visit while in a community. 

5. Discussing and comparing the size, physical features, homes, means 
of making a 1 iving of the community visited with the community in 
which they live. 

6. Making a mural showing how people of the community make a living. 

7. Making a booklet of neighboring community helpers. 

8. Determining what commodities are found in a neighboring community. 

9. Showing how communities are dependent upon one another. 

10. Noting some of the things all communities might have. 

Children might talk about some of the things used today to help with work; 
some of the things used today to make clothing and homes; some of the ways 
to have fun; some of the ways to send messages to other people; some of the 
things used for food; some of the ways to get people and materials from place 
to place. Then they might invite an older person of the community to tell 
how the Indians lived when he was a boy or how they lived during his par¬ 
ents' early life. In a review of the above items, children may compare the 
way things were done when grandmother and grandfather were little with the 
way they are done now. 

The teacher should help children understand that many of the things they 
have today are due to the hard work of their grandparents and parents, and 


23 


SOCIAL STUDIES 


LEVEL THREE 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 


Goal 2: (Continued) 


the parents and grandparents of others; and that this is a responsibility 
that many accept to try to make the country better for others who follow. 


Sample Language Implications Related to this Goal 

My grandfather and grandmother rode in a wagon, but we ride in a car. 

My grandfather and grandmother used candles for light, but we have electric 
lights. 

My grandmother washed clothes in a washtub; we have a washing machine. 


Goal 3: Knows significant 
history connected with out¬ 
standing holidays and 
special days: Columbus Day, 
Veterans Day, Thanksgiving, 
Christmas, Lincoln's Birth¬ 
day, and Washington's 
Birthday 


As each holiday is celebrated during the year, the teacher may make use of 
the occasion to teach simple history connected with it. Many of the lang¬ 
uage goals can be related and used in the work done with holidays. 

Columbus Day . The teacher may tell in simple story form the facts connected 
with the discovery of America, omitting much of the detail, but stressing 
the important points; such as, what Columbus believed about the shape of the 
earth, where he lived, who helped him get ready for the voyage, how the voy¬ 
age was made, how long it took, what he found. At this level time will mean 
little as far as years are concerned, but the teacher can stress that it 
happened a long time ago. In providing activities to fix some of the ideas, 
the children may look at pictures showing the ships, the ocean, and the land¬ 
ing. They may make illustrations of their own. The teacher may use the 
globe in showing where Columbus lived and the voyage he made. Many stories 
can be found in readers and history books to be read to the children. The 
children may retell these stories. 


Veterans Day . Since this is a national holiday, and is observed in the 
schools, the teacher should tell the children why it is observed. He can 
tell them that on this day a big war ended. They may be told that many men 
gave their lives to protect our country. Children might give the flag 
salute by standing erect, left hand at side, placing the right hand over the 


24 





SOCIAL STUDIES 


LEVEL THREE 


Goal 3: 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 


(Continued) heart and repeating the Pledge of Allegiance in unison. They can learn that 

the Star Spangled Banner is our country's song. They may listen to it sung 
by others, or played on a record player. They should be taught to recognize 
its beginning and to stand as soon as it starts. 

Thanksgiving Day . Many stories can be found about the first Thanksgiving. 

The children may dramatize incidents from the Thanksgiving story. They may 
find out what new foods the Pilgrims received from the Indians. Pupils may 
learn that the Pilgrims had to learn to like these new foods just as they 
have to learn to like new foods. They may find out if the way the Pilgrims 
and the Indians made friends are ways they can make friends. Pupils may com¬ 
pare the way the Pilgrims dressed with the way people dress today. They may 
learn how hard the Pilgrims had to work to keep alive. 

Christmas . The teacher may tell or read in simple language the story of the 
First Christmas. The teacher should help children to understand that the 
spirit of Christmas is the spirit of giving and that joy at Christmastime 
may come from giving and sharing with others. 

Lincoln's Birthday . There are many stories that the teacher can tell or read 
about Lincoln's boyhood. The teacher may tell the stories and the children 
may retell or write them, or dramatize them, or make murals and illustrations. 
Throughout all the teaching, the fact should be stressed that Lincoln worked 
hard to make a living, that he was honest, and that he helped to make our 
country a good country. 

Washington's Birthday . The children should be taught that our country has a 
birthday and that its birthday is July 4. When the new country was made, it 
was named the United States. The new country needed a president. The peo¬ 
ple chose George Washington to be the first President of the United States. 

The President today is _. Any activity appropriate to the day and on 

the ability level of children of this age may be carried on to establish 


25 







SOCIAL STUDIES 


LEVEL THREE 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 


Goal 3: (Continued) 


these understandings. If a program were given, it could include things 
learned about both Washington and the flag. 


Goal 4: Knows about other 
Indian tribes in the United 
States and in other parts 
of the hemisphere 


This study should follow that of the child's own tribal group. From the 
study of their own people, children may acquire an interest in studying 
other Indian groups and how they live. Their food, shelter, clothing, lang¬ 
uage, means of travel, amusements and tribal government may be examined. 

Some of the activities that may be used in a social-studies-centered unit 
related to other Indian tribes are: 


1. Identifying children who represent other tribal groups. 

2. On a large outline map of North America, placing pictures of the 
Plains Indians, Forest Indians, Southwest Indians, Alaskan Indians, 
and Eskimos, showing area inhabited by each group. 

3. Reading and discussing stories about each of these groups. 

4. Showing films and filmstrips portraying the way of life of each of 
these groups. 

5. Making comparisons of characteristics of Indian groups and determin¬ 
ing how the area inhabited affected their modes of living. 

6. Exploring areas or problems pertinent to each tribe. 

7. Planning a sand table of a Plains Indian farm. 

8. Constructing a Forest Indian scene or village. 

9. Building an adobe house. 

10. Carving or drawing totem poles. 

11. Listening to recordings of Indian music. 


Goal 5: Extends his under¬ 
standing that duties and 
responsibilities of family 
members vary in other cul¬ 
tural patterns 


Indian children need to continue the study of the family - theirs and that of 
the culture to which they are being introduced. Stories about families may 
be read. Films and strips about families should be shown. The teacher 
should help children extend their comprehension of responsibilities they have 
to their own families and of some of the responsibilities other children have 
to their families. 


26 


SOCIAL STUDIES 


LEVEL THREE 


Goal 6: Develops some basic 
understanding about ways his 
country educates its people 


Goal 7: Understands that 
in his own culture there 
are important people whose 
contributions deserve 
recognition 


Goal 8: Extends and rein¬ 
forces understanding of 
maps and globes 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 


If possible, field trips may be taken to other schools. It would be help¬ 
ful in developing an elementary concept of public education if children could 
visit a public elementary school, or if activities could be planned in which 
children from a Bureau school and a public school could participate. 

Exchange assembly probrams might aid in the development of some understand¬ 
ing of the way children are educated. 

If actual experiences are not possible, films should be shown which relate to 
school activities. Such films would be valuable, too, for broadening con¬ 
cepts built from concrete experiences. 

Pupils may invite members of the tribal government; teachers, or other pro¬ 
fessional people who are members of their tribe; and tribal staff members 
from Welfare, Law and Order, or some other branch of the Federal Government 
who render service to the community, to visit their class and tell something 
about their work and how they help people. 

Children may be able to tell incidents of someone helping them or their fam¬ 
ilies. A concept of service may stem from experiences of helping in the 
classroom. 

Pupils' understanding of maps and the globe and their ability to interpret 
maps should be inventoried and evaluated. On the basis of this evaluation, 
map skills should be reinforced and extended. 

Some children may be ready to be introduced to cardinal directions on the 
basis of their understanding of right and left, and front and back. 

Pupils may continue to make simple maps of natural and man-made features of 
their surroundings. Through a combination of dramatization and discussion, 
children may be led to an understanding of special relationships of their 
community or of their school area. To develop a sense of land formations, 


27 


SOCIAL STUDIES 


LEVEL THREE 


Goal 8: 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 


(Continued) they may make maps on a sand table or in a large, shallow box filled with 

sand. 

Some children may be ready for map reading. To build background for map 
reading, it is suggested that films be shown on making maps. Aerial maps 
are the easiest to comprehend because they are pictures of actual areas. 
Picture maps and symbolized maps may be introduced when children have devel¬ 
oped sufficient understanding to read them. 

Children should continue to gain familiarity with the globe, learning to 
distinguish the continents and the oceans, and the approximate location of 
their home area. 


28 


BIBLIOGRAPHY 


BOOKS 

1. Benedict, Ruth (Fulton). Patterns of Culture . Boston: Houghton and Mifflin Company, 1961. 

2. Bruner, Jerome. The Process of Education . Cambridge, Massachusetts: Harvard University Press, 1963. 

3. Collier, John. Indians of the Americas . New York: W. W. Norton and Company, Incorporated, 1947. 

4. Georgiady, Nicholas P., and Louis G. Romano. Our Country's Flag. Chicago: Follett Publishing Company, 

1963. 

5. Harris, Ruby M. The Rand McNally Handbook of Map and Globe Usage . New York: Rand McNally and Company, 

1959. 

6. Hodge, Frederick Webb (ed.). Handbook of Indians North of Mexico . Volumes I and II. New York: 

Pageant Press, Incorporated, 1960. 

7. Jarolimek, John. Social Studies in Elementary Education . Second edition. New York: Macmillan 

Company, 1963. 

8. _, and Huber M. Walsh (eds.). Readings for Social Studies in Elementary Education . New York: 

Macmillan Company, 1965. 

9. Kluckholm, Clyde. The Navajo. Cambridge, Massachusetts: Harvard University Press, 1946. 

10. Merrett, Edith P. Working with Children in Social Studies . San Francisco: Wadsworth Publishing Com¬ 

pany, Incorporated, 1961. 

11. Michaelis, John U. Social Studies for Children in a Democracy . Third edition. Englewood Cliffs, New 

York: Prentice-Hall, Incorporated, 1963. 

12. Miel, Alice, and Peggy Brogan. More Than Social Studies: A View of Social Learning in the Elementary 

School. Englewood Cliffs, New York: Prentice-Hall, Incorporated, 1957. 


29 


















13. Rogers, Lou. The First Thanksgiving . Chicago: Follett Publishing Company, 1962. 

14. Underhill, Ruth. Red Man's America . Chicago: The University of Chicago Press, 1953. 

15. Wissler, Clark. Indians of the United States: Four Centuries of Their History and Culture . Garden 

City, New York: Doubleday and Company, Incorporated, 1939. 

BOOKS: PARTS OF SERIES 

16. Cutright, Prudence, and John Jarolimek. Living in Our Country and Other Lands . Macmillan Social 

Studies Series . New York: Macmillan Company, 1966. 

17. _. Living in Places Near and Far . Macmillan Social Studies Series . New York: 

Macmillan Company, 1966. 

18. Hanna, Paul R., and others. In City, Town, and Country . Diamond edition. Curriculum Foundation 

Series . Glenview, Illinois: Scott, Foresman and Company, 1965. 

19. _. In the Neighborhood . Diamond edition. Curriculum Foundation Series . Glenview, 

Illinois: Scott, Foresman and Company, 1965. 

20. Mclntire, A., and W. Hill. Billy's Neighbors (2 volumes). Revised edition. Follett New Unified 

Social Studies Series . Chicago: Follett Publishing Company, 1965. 

21. _. Exploring Our Needs . Revised edition. Follett New Unified Social Studies 

Series . Chicago: Follett Publishing Company, 1965. 

22. _. Working Together (2 volumes). Revised edition. Follett New Unified Social 

Studies Series . Chicago: Follett Publishing Company, 1965. 

23. Thomas, E. Your Neighborhood and Its Workers . The Tiegs Series . New edition. Boston: Ginn and 

Company, 1966. 

24. _. Your School and Home . The Tiegs Series . New edition. Boston: Ginn and Company, 1966. 

25. _. Your Town and Mine . The Tiegs Series . New edition. Boston: Ginn and Company, 1966. 


30 









































26, 


Thompson, Rildegard. Getting To Know American Indians Today . New York: Coward-McCann, Incorporated, 
1965. 


27. Wann, K. W., and others. Learning About Our Country . Living in Our Times Series . Boston: Allyn and 

Bacon, Incorporated, 1962-65. 

28. _. Learning About Our Neighbors . Living in Our Times Series . Boston: Allyn and 

Bacon, Incorporated, 1962-65. 

PUBLICATIONS OF THE GOVERNMENT, LEARNED SOCIETIES, 

AND OTHER ORGANIZATIONS 

29. American Academy of Political and Social Science. The Annals of the American Academy of Political and 

Social Science . American Indians and American Life . Philadelphia: The American Academy of Political 
and Social Science, May 1957. 

30. Carpenter, Helen McCracken (ed). Skill Development in Social Studies . Thirty-third Yearbook of the 

National Council for the Social Studies. Washington: National Education Association, 1963. 

31. Department of the Interior, Bureau of Indian Affairs. Education for Action . Chilocco, Oklahoma: 

Chilocco Indian School Printing Department, 1944. 

32. Department of the Interior, Bureau of Indian Affairs. Education for Cross-Cultural Enrichment . Law¬ 

rence, Kansas: Haskell Press, 1965. 

33. Department of the Interior, Bureau of Indian Affairs. Education for Cultural Change . Chilocco, Okla¬ 

homa: Chilocco Indian School Printing Department, 1953. 

34. Department of the Interior, Bureau of Indian Affairs. Famous Indians, A Collection of Short Biogra ¬ 

phies . Washington: United States Government Printing Office, 1966. 

35. Department of the Interior, Bureau of Indian Affairs. Indians, Eskimos, and Aleuts of Alaska . Wash¬ 

ington: United States Government Printing Office, 1966. 

36. Department of the Interior, Bureau of Indian Affairs. Indians of Arizona . Washington: United States 

Government Printing Office, 1966. 


31 





















37. Department of the Interior, Bureau of Indian Affairs. 

States Government Printing Office, 1966. 

38. Department of the Interior, Bureau of Indian Affairs. 

United States Government Printing Office, 1966. 

39. Department of the Interior, Bureau of Indian Affairs. 

States Government Printing Office, 1966. 

40. Department of the Interior, Bureau of Indian Affairs. 

United States Government Printing Office, 1966. 

41. Department of the Interior, Bureau of Indian Affairs. 

United States Government Printing Office, 1966. 

42. Department of the Interior, Bureau of Indian Affairs. 

States Government Printing Office, 1966. 

43. Department of the Interior, Bureau of Indian Affairs. 

States Government Printing Office, 1966. 

44. Department of the Interior, Bureau of Indian Affairs. 

States Government Printing Office, 1966. 

45. Department of the Interior, Bureau of Indian Affairs. 

Government Printing Office, 1965. 

46. Educating for Economic Competence . A report prepared by the Association for Supervision and Curricu¬ 

lum Development. Washington: National Education Association, 1960. 

47. Gibson, John S. New Frontiers in the Social Studies: Goals for Students, Means for Teachers . Med¬ 

ford, Massachusetts: The Lincoln Filene Center for Citizenship and Public Affairs, Tufts University, 
1965. 

48. Hill, Wilhelmina (ed.). Selected Resource Units: Elementary Social Studies . Kindergarten--Grade Six. 

Curriculum Series Number 11 of the National Council for the Social Studies. Washington: National 
Education Association, 1961. 


Indians of California . Washington: United 
Indians of the Central Plains . Washington: 
Indians of the Dakotas . Washington: United 
Indians of the Gulf Coast States . Washington: 
Indians of Montana and Wyoming . Washington: 
Indians of New Mexico . Washington: United 
Indians of North Carolina . Washington: United 
Indians of the Northwest . Washington: United 
Indians of Oklahoma . Washington: United States 


32 















49. __ Social Studies in the Elementary School Program . Office of Education Bulletin I960, 

Number 5. Washington: United States Government Printing Office, 1960. 

50. Huus, Helen. Children's Books To Enrich the Social Studies for the Elementary Grades . Bulletin 

Number 32, National Council for the Social Studies. Washington: National Education Association, 
1961. 

51. Indians of the Americas . Washington: National Geographic Society, 1955. 

52. Michaelis, John U. (ed.). Social Studies in Elementary Schools . Thirty-second Yearbook of the 

National Council for the Social Studies. Washington: National Education Association, 1962. 

53. Muessig, Raymond H. (ed,). Social Studies Curriculum Improvement: A Guide for Local Committees . 

Bulletin Number 36, National Council for the Social Studies. Washington: National Education 
Association, 1965. 


33 








MUSIC 


level two 


MUSIC 


LEVEL TWO 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 


Goal 1: Learns to listen 
quietly and appreciatively 
to music played at assemblies 


If opportunities present themselves, children should be taken to concerts. 
Pupils may be alerted to what they might listen for in music which may be 
part of an assembly program. Followup activities related to music children 
hear at assembly programs may aid them in developing an appreciation for 
music. 


In preparation for listening attentively and imaginatively at music assem¬ 
blies or at concerts, children may: 

1. Note contrasts of loud-soft, high-low, fast-slow, and gay-sad. 

2. Point out tone quality, moods, and phrasing. 

3. Follow melodic patterns and lines. 


Sample Language Implications Related to this Goal 


I went to the band concert. 

I listened to the music. 

The band played marching music and dancing music. 
I liked the marching music best. 


marching 

dancing 


Goal 2: Sings songs from New songs which relate to the immediate interest of the pupils, including 

many sources, developing a hymns, songs of everyday experiences, patriotic songs, songs with seasonal 

greater range of facility themes, humorous ideas, and popular songs should be taught, 

and creativity 

Attention should be paid to the vocabulary of the songs. Background should 
be developed before the song is taught so that it will have meaning for the 
children. /Landeck (2), Leonhard (4), and Pitts (6). 


Goal 3: Begins the transi- It is suggested that a graded music series be used in teaching note reading, 

tion from rote to note by _/Landeck (2), Leonhard (4), and Pitts (6). 

learning to read music from 
books 


35 




MUSIC 


LEVEL TWO 



EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 

Goal 4: Responds to rhythm 

To extend ability to react to rhythm, pupils may practice responding through 
bodily movement and through chanted verse. 

Goal 5: Begins keyboard 
and string instruction 

Children who display special interest or talent may be taught the keyboard 
or a string instrument. 


36 



MUSIC 


LEVEL THREE 


MUSIC 


LEVEL THREE 


Goal 1: Listens to himself 
and others for improvement 
in tone quality, and listens 
to music for enjoyment 

Goal 2: Learns to appreci¬ 
ate people through their 
songs, their customs, and 
their festivals 


Goal 3: Learns songs which 
tend to strengthen citizen¬ 
ship, patriotism, and spiri¬ 
tual values 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 

Children may enjoy listening to recordings of their own songs or other musi¬ 
cal activities. They should be provided with many opportunities to listen 
to recordings and to music on radio or television. When possible, they 
should attend school or public concerts. 

Songs may be integrated with social-studies-centered units. There are many 
good music series published which introduce children to the music and songs 
of other lands. _/Landeck (3), Pitts (5), and Sur (7). 

I 

Sample Language Implications Related to this Goal 

We have neighbors all around the world. 

Our neighbors like to sing and dance. 

Canada and Mexico are our neighbors. 

We like their songs and dances. 

We enjoy "The Igloo," a song from Canada. 

We like "Chiapanecaz," a song from Mexico. 

The people of Argentina like their farms. 

We like "My Farm," a song from Argentina. 

We enjoy "My Gondola," a song from Italy. 


/Sur (7). 

Children should learn to sing and enjoy from memory the first verse of The 
Star Spangled Banner , America , and America the Beautiful . 

Singing Christmas carols may help them develop a spiritual feeling for 
music. _/Landeck (3), Pitts (5), and Sur (7). 


38 






MUSIC 


LEVEL THREE 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 


Goal 4: Interprets note 
values 


Goal 5: Perforins in a 
group with simple 
instruments 


Children may learn to interpret note values by walking to quarter notes and 
running to eighth notes: 

(walk walk walk walk) (run run run run run run run run) 

J J J J S7 J7 S7 /7 

(walk run run walk walk) 

J J7 J J 

/Landeck (3), Pitts (5), and Sur (7). 

Children who have learned to play instruments should have an opportunity to 
play in programs or at other group gatherings. 


39 


BIBLIOGRAPHY 


1. Hartsell, 0. M. Teaching Music in the Elementary School: Opinion and Comment . Music Educators 

National Conference, National Education Association, and Association for Supervision and Curriculum 
Development. Washington: National Education Association, 1963. 

2. Landeck, Beatrice, and others. Making Music Your Own . Book Two. Morristown, New York: Silver Burdett 

Company, 1964. 

3. _. Making Music Your Own . Book Three. Making Music Your Own Series . Palo Alto, 

California: Silver Burdett Company, 1964. 

4. Leonhard, Charles. Discovering Music Together . Book Two. Discovering Music Series (with record 

albums). Chicago: Follett Publishing Company, 1966. 

5. Pitts, Lilia Belle. Singing and Rhyming . Our Singing World Series (with record albums). Boston: Ginn 

and Company, 1961. 

6. _. Singing on our Way . Our Singing World Series (with record albums). Boston: Ginn and 

Company, 1961. 

7. Sur, William R., and others. This Is Music . Book Three. This Is Music Series . Boston: Allyn and 
Bacon, Incorporated, 1963. 

The Selmer Library of Music Educators' Aids . Elkhart, Indiana: H. and A. Selmer, Incorporated. 

(n.d.). 


8 . 


















LANGUAGE ARTS - LISTENING 


LEVEL TWO 


LANGUAGE ARTS - LISTENING 


LEVEL TWO 



EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 

Goal 1: Discovers and 
identifies new ideas 

The teacher may ask a question and read a brief selection that contains the 
answer. Pupils may then be guided in discovering the answer. A filmstrip 
may be used for the same purpose. 

Goal 2: Listens to all 
parts of a word and notes 
syllable stress 

Placing proper stress on some words may be difficult for some pupils. If 
such difficulty is observed, the teacher should work individually with these 
children. Using the words with which they are having a problem pronouncing, 
he may place special emphasis on the stressed syllables and have the chil¬ 
dren repeat the words. They should then be mimicked with normal stress in 
sentences which are meaningful to the children. 


Pupils may play a chalkboard game with two-syllable words, in which they 
write one for words which are stressed on the first syllable and two for 
those stressed on the second syllable. 


42 


LANGUAGE ARTS - LISTENING 


LEVEL THREE 


LANGUAGE ARTS - LISTENING 


LEVEL THREE 


Goal 1: Listens to develop 
skill in determining 
sequence in a story 

Goal 2: Listens to obtain 
information for a particu¬ 
lar assignment 


Goal 3: Listens to enjoy 
the humor in amusing 
stories 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 

Children should be given many opportunities to tell and retell stories they 
have heard or read. They should be encouraged to relate happenings in 
proper sequence. 

Many opportunities should be provided for children to gain information about 
various kinds of assignments from oral directions. They will need to be 
questioned about the directions to insure understanding. 

After showing a film, the teacher may question children regarding informa¬ 
tion they would have gained from the film,, from listening. 

Uncle Remus Stories . Coyote Tales . Winnie the Pooh , and the Dr. Suess books 
are examples of humorous stories which might be read to children. 


44 





BIBLIOGRAPHY 


BOOKS 

1. Anderson, Paul S. Language Skills in Elementary Education . New York: Macmillan Company, 1964. 

2. Dorry, Gertrude Nye (comp.). Games for Second Language Learning. New York: McGraw-Hill Book Company, 

1966. 

3. Hazard, Patrick D. and Mary E. Language and Literacy Today . Chicago: Science Research Associated, 

Incorporated, 1965. 

4. Holder, Margaret. Fun With Language Arts . Dansville, New York: F. A. Owen Publishing Company, 1960. 

5. Martignoni, Margaret E. (ed.). Illustrated Treasury of Children's Literature . New York: Grosset and 

Dunlap, Incorporated, 1955. 

6. Nichols, Ralph G., and Thomas R. Lewis. Listening and Speaking . Dubuque, Iowa: William C. Brown 

Company, 1965. 

7. , and Leonard A. Stevens. Are You Listening? New York: McGraw-Hill Book Company, Incorporated, 
1957. 

8. Parish, Peggy. Thank You, Amelia Bedelia . New York: Harper and Row Publishers, 1964. 

9. Pronovost, Wilbert, and Louise Kingman. Teaching of Speaking and Listening in Elementary Schools . New 

York: Longmans, Green and Company, 1959. 

10. Scott, Louise Binder, and J. J. Thompson. Phonics in Listening, in Speaking, in Reading, in Writing . 

St. Louis, Missouri: Webster Publishing Company, 1962. 

11. Shane, Harold G., and others. Improving Language Arts Instruction in the Elementary School . Columbus, 

Ohio: Charles E. Merrill Books, Incorporated, 1962. 

12. Stack, Edward M. The Language Laboratory and Modern Language Teaching . Revised edition. New York: 

Oxford University Press, 1966. 


45 















13. Strickland, Ruth Gertrude. The Language Arts in the Elementary School . Second edition. Boston: 

D. C. Heath and Company, 1957. 

14. Tidyman, Willard F., and Marguerite Butterfield. Teaching the Language Arts . Second edition. New 

York: McGraw-Hill Book Company, Incorporated, 1959. 

15. Zedler, Empress Young. Listening for Speed Sounds . Garden City, New York: Doubleday and Company, 

1955. 

PUBLICATIONS OF THE GOVERNMENT, LEARNED SOCIETIES, 

AND OTHER ORGANIZATIONS 

16. Clark, Ann Nolan. "Hearing Isn't Listening," Education for Cross-Cultural Enrichment . Lawrence, 

Kansas: Publications Service, Haskell Institute, 1965. 

17. Hocking, Elton. Language Laboratory and Language Learning . Monograph Number 2. Washington: National 

Education Association, Division of Audiovisual Instruction, 1964. 

18. Mackintosh, Helen K. (editorial chairman) Children and Oral Language . A joint statement of the 

Association for Childhood Education, International Association for Supervision and Curriculum Develop¬ 
ment, International Reading Association, and National Council of Teachers of English, 1964. (No 
place of publication listed). 

19. Russell, David H. and Elizabeth F. Listening Aids Through the Grades . New York: Bureau of Publica¬ 

tions, Teachers College, Columbia University, 1959. 

20. Taylor, Stanford E. Listening: What Research Says to the Teacher . Washington: Department of Class¬ 

room Teachers, American Educational Research Association of the National Education Association, 1964. 

21. Witty, Paul A., and Robert A. Sizemore. Studies in Listening . Champaign, Illinois: National Council 

of Teachers of English, 1958-59. 


46 











PERIODICALS 


22. Canfield. Robert G. "How Useful Are Lessons on Listening?" Elementary School Journal, December, 

1961, pp. 147-51. 

23. Nichols, L. K. "Increasing Listening Skills with the Tape-Recorded Lessons," Audiovisual Instruction 

Vol. XI, (September, 1966), p. 584. 

24. Olsen, J. "How To Help Your Pupils Pay Attention," Grade Teacher, Vol. LXXXIV, (September, 1966). 

p. 148. 

RECORDINGS 

25. Andersen's Fairy Tales , Vols. I-VII, 33-1/3 rpm. Listening Library, 1 Park Avenue, Old Greenwich, 

Connecticut. 

26. Children's Composer Series . 33-1/3 rpm. (An excellent introduction to the works of major composers) 

Educational Record Sales, 157 Chambers Street, New York, New York 10007. 

27. Sounds for Young Readers . Vols. I-V. 33-1/3 rpm. Listening Library, 1 Park Avenue, Old Greenwich, 

Connecticut. 

28. The Star Maiden and Other Indian Tales --Indian Legends. 33-1/3 rpm. Listening Library, 1 Park 

Avenue, Old Greenwich, Connecticut. 


47 









LANGUAGE ARTS 


SPEAKING 


LEVEL 


TWO 


LANGUAGE ARTS - SPEAKING 


LEVEL TWO 


Goal 1: Expresses himself 
orally 


l.a: Tells where he 

lives 

l.b: Uses past tense 

correctly to relate what he 
has done 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 


Each pupil will need much practice in listening to the sounds, intonation, 
rhythm, and stress of English speech, and in imitating what he thinks he 
hears. Children who entered school speaking little or no English and those 
who speak substandard English will need ample time to practice sentence pat¬ 
terns in some ordered sequence. In addition to sequential practice, chil¬ 
dren need to master the situational English related to their classroom work. 
It is suggested that situational English learned at previous levels be 
reviewed before new items are introduced. 


In answer to the question "Where do you live?" children should be taught to 

respond "I live at _." or "I live near _." and to understand the 

difference between the two responses. 


Pupils should gain facility in the use of such sentences as: 


worked 

# 

I 

didn 1 t 

read 

played 


We 


tell a story 

talked 




sing a song 

. . . 




paint a picture 


They should develop an understanding of the questions: 


What else did 


we 

you 

Name 


do? 


When did we 


work 

play 

talk 


49 



















LANGUAGE ARTS - SPEAKING 


LEVEL TWO 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 


l.b: (Continued) 


l.c: Develops an 

understanding of the use 
of going to as it denotes 
future time 


Where did 

they 


play 


you 


work 


Name(s) 




Meaningful and correct responses to the questions should be repeated 
frequently. 


Pupils should drill first on responding to questions containing going to as 
it denotes future time and then develop skill in asking questions containing 
going to . 


Simple questions and responses are: 
What 


Is 


Are 


he 

she 

Name 


you 

they 


they 

you 

we 


she 

he 

Name 


going to do 



going to 



this 

tomorrow 


morning 

afternoon 




I'm 

going to 

read 

We 1 re 


sing 

He's 


talk 

She' s 


• • • 

Name's 




50 


































LANGUAGE ARTS - SPEAKING 


LEVEL TWO 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 


l.c: (Continued) 


Later questions involving an understanding of when someone is going to do 
something may be asked and answered. 


l.d: Continues to 

drill on English related 
to number concepts being 
developed 


In the development of comprehension of the relative value of coins, the 
teacher may ask: 


Who has a 


penny 
nickel 
dime 
quarter 
half dollar 


? 


The children may respond: 


He 

She 

Name 

has a 

penny 
nickel 
dime 
quarter 
half dollar 

. or 

He 

She 

Name 

doesn’t have a 

penny 

dime 

nickel 














Other questions to which the children may respond are: 


How much money 


do 

does 


How much 


is 


are 


the 


you 

he 

she 

Name 


have? 


red car 
apple 


oranges 

bananas 


51 


























LANGUAGE ARTS - SPEAKING 


LEVEL TWO 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 


l.d: (Continued) 


l.e: Talks about 
things related to groom¬ 
ing and to health 


How much 



In checking grooming, children may ask one another: 

clean? 


Are your 



Is your 


face 


They should be directed in answering: 
My 



In response to: 


Did 


They should answer: Yes, 



take a 


bath 

shower 


did 


clean? 


are 

clean 

My 

face 

is 

clean 


dirty 




dirty 



took a 


bath 

shower 


52 
























LANGUAGE ARTS - SPEAKING 


LEVEL TWO 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 


l.e: (Continued) 


l.f: Gains facility 

in using possessive 
adjectives and pronouns 


They might also answer: 


I 

didn't 

I 

didn't take a 

bath 

he 


He 


shower 

she 


She 



Name 


Name 




Similar questions might be asked regarding wearing a coat, drinking milk, 
eating various foods, going to the clinic, and so on. 


In answer to the question: Whose 


pencil(s) 


is 

this 

book(s) 



that 

desk(s) 


are 

these 

table (s) 



those 


Children should first drill on answering: 


This is 


Name's 


pencil(s) 

It's 


my 


book(s) 

That's 


your 


table (s) 

Those are 


his 


desk(s) 

These are 


her 




our , 



their 



53 






























LANGUAGE ARTS - SPEAKING 


LEVEL TWO 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 


l.f: (Continued) 


l.g: Develops a 

broader understanding of 
the work of community 
helpers through talking 
about them 


l.h: Gives oral 

directions 


Then they should learn: 


The teacher might ask: 
What was the 


doctor 

dentist 

trader 


doing? 


cooks 

teachers 


This 


book 


is 


mine 

, 

It's 


mine 

That 


pencil 




yours 




yours 

These 


desks 


are 


his 


They're 


his 

Those 


tables 


hers 



our s 

theirs 




ours 





theirs 




The children should be taught such replies as: 


He 


She 


was 


pulling a tooth 
selling oranges 

weighing the boys 


They were 


making fried bread 
writing our names 


Children should practice giving and following directions, similar to those 
listed. They should determine that they are understood. 


Name, 


come 

go 

run 

walk 


to 


the chalkboard 
your desk 


54 










































LANGUAGE ARTS - SPEAKING 


LEVEL TWO 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 


l.h: (Continued) 


l.i: Participates in 

other classroom activities 
requiring the use of English 


Name, 


come 

from 

your desk 
the chalkboard 

to 

the window 
Name’s desk 


go 

walk 

run 










stairs 

steps 


Put the 





books 


on 

the 

table 

balls 


in 


box 

shoes 


under 


chair 

. . . 


. . . 


Some other activities in which the teacher may help children in speaking 
English are: 


1. Playing games such as picture and word lotto, and exercises with 
flash cards and puppets. 


2. Talking about things pertinent to their adjustment to the school 
environment; such as chores in the classroom, codes of behavior, and 
class and playground behavior. 

3. Telling about pictures of things with which children are familiar; 
interpreting a picture and inferring from a picture. 


55 




































LANGUAGE ARTS - SPEAKING 


LEVEL TWO 


l.i: (Continued) 


Goal 2: Converses audibly 
at ever-increasing levels of 
achievement 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 

4. Sharing ideas for a group report or story. 

5. Telling about suitable, interesting or comical things that happen to 
to them on the playground, at school, in the dormitories, or at 
home. 

6. Selecting "asking” and "telling" sentences from books and reading 
them with correct intonation. 

7. Using the toy telephone properly. 

8. Telling stories from pictures arranged sequentially. (Children 
should take time to think through and to practice what they are 
going to say before they tell their stories to a group.) 

9. Using a shadow screen to help gain confidence in telling a story. 

The teacher should encourage free conversation whenever the opportunity pre¬ 
sents itself. Children should be encouraged to start a conversation with 
the teacher without disturbing other children at work. 

Children at this level still need to be directed in speaking audibly and 
clearly in all situations. The teacher should assist both the English- 
speaking child and the one who is learning English as a second language to 
speak increasingly audibly and clearly. 

He may devise games and exercises to assist the child in his improvement of 
oral English. An attempt should be made to secure correct pronunciation, 
but tact should be used in correcting children. An effective game is play¬ 
ing "parrots." The children play the part of "parrots" and the teacher the 
"parrot trainer." Each word the "trainer" says roust be spoken clearly so 
the "parrots" can hear it and repeat it. After the children are well 


56 


LANGUAGE ARTS - SPEAKING 


LEVEL TWO 


Goal 2: (Continued) 


Goal 3: Dramatizes stories, 
poems, and tales he enjoys 


Goal 4: Participates in 
assembly programs based 
on classroom learning 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 


acquainted with the game, they may take turns being the "parrot trainer." 
When children fail to speak audibly, they might be reminded that they are 
"parrot trainers." Such suggestions are more effective than telling them to 
speak clearly. 

The teacher should continue to stress acceptable audibility in social speech 
and provide opportunities for children to converse in various situations 
with different people. 

Dramatization may provide a motive for extended use of English. Children at 
this level should be guided in their dramatizations from the time of selec¬ 
tion of the story or verse to be dramatized through its presentation. As 
experience is gained in this type of activity, children may be encouraged to 
assume some responsibility for presentations. 

Information gained about such things as holidays, table manners, community 
helpers, arts and crafts of the children's tribes, foods, plants, animals, 
and various properties of number may be shared with other classes in assem¬ 
bly programs. Simple charts, murals, stick and potato puppets, and a vari¬ 
ety of concrete objects may be used to help the audience visualize the 
information being presented. 

Simple choral readings may be given. 


57 


LANGUAGE ARTS - SPEAKING 

LEVEL THREE 


LANGUAGE ARTS - SPEAKING 


LEVEL THREE 


Goal 1: Expresses himself 
orally 


l.a: Extends ability 

to relate personal informa¬ 
tion 

l.b: Uses sentence 

patterns he has mastered 
in talking about his work 
and play 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 


Pupils who entered school as non-English speakers, or as speakers of sub¬ 
standard English, will need continued training in speaking English as a sec¬ 
ond language. This training should be both sequential and situational. 

Where materials have been developed for the purpose of sequentially teaching 
the structure of English, it is recommended that they be used in conjunction 
with the suggestions listed here for the development of speech related to 
school situations. Where materials have not been developed for the above 
purpose, it is suggested that commercial materials be selected, adapted to 
the needs of the children, and used in conjunction with the suggestions 
listed here. 


Children of this level should know their birthdays and those of some of 
their friends. They should know their school address, and their home 
address, and should be able to give this information when asked for it. 


The following kinds of statements and questions may be elicited from 
children: 


Give 


me 

her 

them 

us 


the 


book(s) 

paper (s) 

broom 

dustpan 

volleyball 

basketball 

bat 

jump rope 


Who gave 

him 

the 

volleyball 


her 


bat 


7 


59 







LANGUAGE ARTS - SPEAKING 


LEVEL THREE 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 


l.b: (Continued) 


l.c: Continues to 

use the English sentence 
patterns he has mastered 
when conversing about 
work with numbers 


What did 


Did 



give 




give 



7 


volleyball 

book 

broom 


Please get a 


book 

for 

Name 

ball 


me 

broom 


them 





7 


May I borrow a 


pencil 

book 

piece of paper 


from 


Name 

him 

her 


Borrow a 

pencil 

from 

Name 


book 


him 




her 


7 


In working with measurements, children may ask such questions as: 


How 

long 

is 

the table 


wide 


the desk 




the paper 


tall 


Name 


Name 


taller 

shorter 

than 

Name 

7 






60 































LANGUAGE ARTS - SPEAKING 


LEVEL THREE 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 


l.c: (Continued) 


Is the 


table 


longer 

than the 

desk 

desk 


shorter 


table 

. . . 


wider 




They may answer: 


The 

This 


table 

desk 

paper 


is 


4 feet long 
24 inches wide 
3 yards long 


Name is 
She' s 
He is 


45 inches tall 


This piece of paper is 



Name 

is 

taller 

than 

Name 

The table 


longer 


the desk 

The desk 


shorter 


the table 



wider 




Yes, 


No, 


he 

she 

Name 


is 


Name 


is 


taller 

shorter 


he 

she 

Name 


isn't. 


Name 


isn't 


shorter 

taller 


Name 


isn't as tall as 


Name 


61 



































LANGUAGE ARTS - SPEAKING 


LEVEL THREE 


l.c: (Continued) 


l.d: Extends ability 

to give and follow oral 
one- and two-step commands 


l.e: Talks about what 

he ate at the dining room 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 


Similar questions and statements concerning geometric shapes may be 
developed. 


Which 


The 



To extend skill in listening as well as in speaking, children should be 
guided in giving and in following two-step commissions, such as: 


Walk away from your desk. 
Take 


three 


steps toward the door. 


Children should be directed in asking each other questions, such as 
Did you 


eat 


some 


carrots 

drink 


any 


milk 



* # * 


They may answer: 


Yes, I 


drank 

ate 


some 


No, I didn't 


eat 

drink 


milk 

carrots 


any 


milk 

carrots 


62 
































LANGUAGE ARTS - SPEAKING 


LEVEL THREE 


l.f: Makes oral 
contributions to discus¬ 
sions of other classroom 
activities 


Goal 2: Converses audibly 
at ever-increasing levels 
of achievement 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 

At this level, children may be assigned reports to give to the class on 
individual or group experiences. 

They may continue to tell stories from a single picture and some should be 
able to imagine the sequence of events which lead up to the incident por¬ 
trayed, and to project other incidents which might happen. 

They should be guided in sharing ideas for group reports related to science 
or social studies. 

The teacher should continue to encourage children to tell of suitable inter¬ 
esting or comical incidents that happen on the playground, at school, or at 
home . 

Pupils should be provided opportunities to direct class activities; e.g., a 
science or arts and crafts demonstration, giving directions for playing a 
game. 

They should continue to use the toy telephone and to improve in their use of 
it. 

The teacher should encourage children to tell stories with and without the 
use of a sequence of pictures. 

Teacher-pupil, pupil-pupil, and pupil-guest conversations should be encour¬ 
aged continually. 

Dramatization or shadow plays may be used to encourage children to speak 
audibly at an ever-increasing level of achievement. Pupils may dramatize 
and record playlets in which obviously different pitch, tone, and rhythm are 
used. 


63 


LANGUAGE ARTS - SPEAKING 


LEVEL THREE 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 


Goal 2: (Continued) A child may pretend that he is a teacher, a coach, a minister, or some other 

person whom he has observed in his everyday experiences, and attempt to 
reproduce his speech. 

Puppets of story characters may be used in a dramatization of simple and 
familiar stories. 

Children may create and dramatize a story centered around an inarticulate 
character. 

In dramatization, children need to be alert to the necessity of a speaker 
being aware of his audience, and speaking clearly and audibly enough that 
his audience can hear and understand him. 

After children attend assemblies, they may evaluate the clarity and audibil¬ 
ity of the speakers. Such an evaluation should help them to comprehend the 
frustration that exists for listeners when they cannot hear or understand 
what is said. 

Tape recordings may be used to provide a consistent model for children to 
imitate. Tape recordings also provide a variety of voices for children to 
apprehend and to mimic. Pupil-made tapes can be used by the teacher to 
evaluate a pupil's accuracy of speech, and to determine his deviation from 
the set standard. 

However, it is only after pupils have gained considerable facility with Eng¬ 
lish and acquired an understanding of its sound system that they can begin 
to detect their own mistakes or notice ways in which their utterances differ 
from those of the model. Pupils left alone to imitate a recording and to 
monitor their own imitations will continue to mispronounce, because they 
hear the model in terms of their native habits of sound discrimination and 


64 


LANGUAGE ARTS - SPEAKING 


LEVEL THREE 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 


Goal 2: (Continued) 


Goal 3: Dramatizes the 
stories, poems, and tales 
he enjoys 


Goal 4: In terms of his 
experience with English 
and his use of English, 
begins to evaluate some 
of his oral statements 


structure. Until a child speaks with some fluency, he will need an under¬ 
standing and knowledgeable teacher to point out his errors to him. 

Indistinctness in the speech of Indian children may be due to over-use of 
the throat and not enough use of the teeth, tongue, and lips. The teacher 
should work with children to open their mouths wider, to place the tongue 
correctly, and to use lips properly in speaking. 

When children have gained some facility telling stories with and without 
visual aids, they should be assisted in planning and presenting dramatiza¬ 
tions of these stories. Such presentations should be simple and informal, 
with the children's imagination providing most of the background. Pupils at 
this level may want to produce a "television show" or a "movie" of some 
favorite story. 

Children should be encouraged to listen carefully to models they imitate and 
to reproduce what they hear to the best of their ability. When errors are 
made, they should be judiciously corrected by the teacher. 

As children progress through the primary grades and attain some facility 
with basic sentence patterns and some understanding of the sounds of English } 
they may be guided in listening carefully to offer suggestions for speech 
improvement. 


65 


BIBLIOGRAPHY 


BOOKS 

1. Allen, Harold B. Teaching English as a Second Language: A Book of Readings . New York: McGraw-Hill 

Book Company, 1965. 

2. Anderson, Paul S. Language Skills in Elementary Education . New York: Macmillan Company, 1964. 

3. Barrows, Marjorie Wescott. Good English Through Practice . New York: Holt, Rinehart and Winston, 

Incorporated, 1963. 

*4. Bumpass, Faye L. Teaching Young Students English as a Second Language . New York: American Book 
Company, 1963. 

5. Clarey, M. Elizabeth, and Robert J. Dixson. Pronunciation Exercises in English . New York: Regents 

Publishing Company, Incorporated, 1963. 

6. deCotto, Lucila S., and others. American English Series . Boston: D. C. Heath and Company, 1965. 

7. Dixson, Robert J. Second Book in English . New York: Regents Publishing Company, Incorporated, 1950. 

8. Finocchiaro, Mary. Teaching English as a Second Language . New York: Harper and Row Publishers, El-Hi 

Division, 1958. 

9. _. English as a Second Language: From Theory to Practice . New York: Regents Publishing Company, 

Incorporated, 1964. 

10. Fisher, Isobel Y., and Robert J. Dixson. Beginning Lessons in English . New York: Regents Publishing 

Company, Incorporated, 1959. 

11. Golden, Ruth I. Improving Patterns of Language Usage . Detroit: Wayne State University Press, 1960. 

12. Hall, Robert A. Sound and Spelling in English . Philadelphia: Chilton Books, 1961. 

13. Kingsley, Howard. Nature and Condition of Learning . Second edition (revised by Ralph Garry). New 

York: Prentice-Hall, Incorporated, 1957. 


66 

















14. 


Lado, Robert. Language Teaching: A Scientific Approach . New York: McGraw-Hill Book Company, 1964. 


15. Lancaster, Louise. Introducing English: An Oral Pre-Reading Program for Spanish-Speaking Primary 

Pupils . Geneva, Illinois: Houghton Mifflin Company, 1966. 

16. Lewis, Thomas R., and Ralph G. Nichols. Listening and Speaking . Dubuque, Iowa: William C. Brown 

Company, 1957. 

17. Postman, Neil, and others. Discovering Your Language . New York: Holt, Rinehart and Winston, 

Incorporated, 1963. 

18. Pronovost, Wilbert, and Louise Kingman. Teaching of Speaking and Listening in the Elementary School . 

New York: David McKay Company, Incorporated, 1959. 

19. Shane, Harold G., and others. Improving Language Arts Instruction in the Elementary School . Columbus, 

Ohio: Charles E. Merrill Books, Incorporated, 1962. 

20. Stack, Edward M. The Language Laboratory and Modern Language Teaching . Revised edition. New York: 

Oxford University Press, 1966. 

*21. Tireman, L. S. Teaching Spanish Speaking Children . Albuquerque: University of New Mexico Press, 

1951. 

PUBLICATIONS OF THE GOVERNMENT, LEARNED SOCIETIES, 

AND OTHER ORGANIZATIONS 

22. Allen, Virginia French (ed.). On Teaching English to Speakers of Other Languages , Series 1 (Papers 

read at the TESOL Conference, May 1964). Champaign, Illinois: National Council of Teachers of 
English, 1965. 

23. A Scientific Approach to Second Language Teaching (Including Linguistics Knowledge) and the Approach 

Outline for Use in the United States Bureau of Indian Affairs--A Comparison of the Two Methods . A 

report prepared at the Field Technical Section, Brigham City, Utah, 1964. 

24. Beatty, Willard W., and Associates. Education for Action . Reprints of selected articles which 

appeared in Indian Education between 1936 and 1943. Lawrence, Kansas: Publications Service, Haskell 
Institute, 1944. 


67 















25. 


_. Education for Cultural Change . Reprints of selected articles which appeared in 

Indian Education for the years 1944-1951. Lawrence, Kansas: Publications Service, Haskell Institute, 
T953T 

26. Center for Applied Linguistics. University Resources in the United States for Linguistics and Teacher 

Training in English as a Foreign Language . Washington: Center for Applied Linguistics, 1965. 

27. Childs, Marjorie. Teaching English as a Second Language . United States Department of the Interior, 

Bureau of Indian Affairs, Division of Education. Washington: Division of Education, 1966. 

28. Jewett, Arno (ed.). Improving English Skills of Culturally Different Youth . Department of Health, 

Education and Welfare. Washington: United States Government Printing Office, 1964. 

29. Kreidler, Carol J. (ed.). On Teaching English to Speakers of Other Languages , Series II (Papers read 

at the TESOL Conference, March 1965. Champaign, Illinois: National Council of Teachers of English 
1966. 

30. Mackintosh, Helen K. (editorial chairman). Children and Oral Language . A joint statement of the 

Association for Childhood Education, International Association for Supervision and Curriculum Devel¬ 
opment, International Reading Association and National Council of Teachers of English, 1964. (No 
place of publication listed.) 

31. Munkres, Alberta. Helping Children in Oral Communication: Practical Suggestions for Teaching , 

Number 19 (Alice Miel, editor). New York: Teachers College Press, Columbia University, 1959. 

*32. O'Connor, Patricia. Modern Foreign Languages in High School: Pre-Reading Instruction . Washington: 
Department of Health, Education and Welfare, 1960. 

33. Ohannessian, Sirarpi, and Lois McArdle. A Survey of Twelve University Programs for the Preparation of 

Teachers of English to Speakers of Other Languages . Washington: Center for Applied Linguistics, 

1966. 

34, Strickland, Ruth G. The Language of Elementary School Children: Its Relationship to the Language of 

Reading Textbooks and the Quality of Reading of Selected Children . Bulletin of the School of Educa¬ 
tion, Volume 38, Number 4. Bloomington, Indiana: Indiana University, 1962. 


68 




















35. Thompson, Hildegard, and Associates. Education for Cross-Cultural Enrichment . Reprints of selected 

articles which appeared in Indian Education for the years 1952-1964. Lawrence, Kansas: Publications 
Service, Haskell Institute, 1964. 

36. Young, Robert W., and Associates. The Navajo Yearbook , Report Number VIII, 1951-1961, A Decade of 

Progress . Window Rock, Arizona: Navajo Agency, 1961. 

*Contains pertinent information for teacher unfamiliar with teaching English as a second language. Out of 
print, but available from Servicewide Library. 


69 







LANGUAGE ARTS - READING 

LEVEL TWO 


LANGUAGE ARTS - READING 


LEVEL TWO 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 


Goal 1: Uses several ways 
to get pronunciation and 
meaning of new words 

1 a: Uses picture clues 
l.b: Uses configuration 

clues 

l.c: Uses context clues 


When a child asks for help with a word, the teacher should assist him in 
trying to recognize it through the use of some word-attack skill. The 
teacher may ask him what word he thinks would complete the meaning of the 
sentence. If his answer is incorrect, the teacher might ask him if the word 
he suggested has the same beginning sound as the one in the sentence. 

Through a hint of the beginning sound, he may be able to guess what it is. 

If not, configuration clues or picture clues might be used to guide him in 
finding the correct word. As a last resort, the teacher may tell him the 
word and help him note its relation to the context, its configuration, or 
its relation to an illustration. 


l.d: Recognizes writ¬ 

ten symbols for sounds 
already known and tries to 
pronounce new words by the 
"sounding out" method 


Skill developed in oral recognition of words that rhyme or sound alike may 
be employed in the perception of written words that sound alike or rhyme. 

Nonsense rhymesj and sentence patterns emphasizing repetition of a particular 
consonant or vowel sound may be used for further practice in sound recogni¬ 
tion. On such a foundation, children should be guided in "sounding out" 
unfamiliar words. 


l.e: Uses structural Children may be taught to recognize familiar endings and parts of words, 

analysis such as a_t, ing , ed , er , and est . 

It is a common speech fault on the part of Indian children speaking English 
to omit the jed endings of verbs. The speech of the teacher sets the pattern 
and the child imitates. There must be much practice and drill, and much 
experience with oral English, before the child can distinguish the differ¬ 
ence at the Beginners Level and Level One; so that at Level Two, he should 
be able to distinguish the differences between the pronunciation of such 
words as work and worked , play and played . At this level, he should be 
directed to notice the endings of the verbs he meets in his reading and to 
pronounce the .ed endings correctly. 


71 






LANGUAGE ARTS - READING 


LEVEL TWO 



EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 

Goal 1: (Continued) 

The child should learn to recognize at sight smaller words which are parts 
of larger words that appear frequently in his reading. When the child 
begins noting these familiar parts of words, he may find other words con¬ 
taining familiar parts. By studying the parts that are familiar and the 
unfamiliar parts, the pronunciation may be worked out by the child. Such 
clues, along with the use of context, may help in the recognition of new 
words. 

Goal 2: Reads and follows 
directions of one or two 
simple sentences and becomes 
aware of the importance of 
following directions in test 
taking 

This kind of reading requires careful attention. Each word is important. 

The teacher may write simple directions of one or two sentences, using words 
already in the child's reading vocabulary. The child may read and follow 
the directions, and then check himself. When a child fails, the teacher 
should point out and explain the part of the sentence he did not read cor¬ 
rectly. Similar directions should be written for further practice. 

The teacher should make use of every practical opportunity to write direc¬ 
tions for the child to read and follow, instead of telling or explaining 
what he is to do. 

The teacher should talk with the children about the importance of this 
accomplishment in test taking. Problems which may be encountered when 
directions are not followed correctly may be demonstrated. 

Goal 3: Reads primers, 
first readers, and other 
easy-to-read material 

So far as possible, material written within the experience range of the 
child should be provided for supplementary reading. 

Goal 4: Reads independ¬ 
ently materials at his 
free reading level 

The pupil should be encouraged to do much independent reading at his free 
reading level. Much easy reading material should be available in each 
classroom and extensive use should be made of the school library and the 
services of the school librarian. If the pupil likes to read and seeks it 
as a means of pleasure, he can improve his skill in reading. (See next goal 
for finding free reading level.) 


72 


LANGUAGE ARTS - READING 


LEVEL TWO 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 


Goal 5: Reads material 
at his own particular 
instructional level 


5.a: Pronounces and 

comprehends an increased 
number of written English 
words 


The teacher should make an effort to ascertain that the pupil is receiving 
reading instruction at his instructional level. The following method may be 
helpful to use in determining the child's instructional reading level and 
his other reading levels. 

1. Needed materials 

Readers, well-graded, with interesting stories, free from spe¬ 
cialized vocabulary. 

2. Technique 

Choose several paragraphs at grade levels below and up to the 
pupil's grade level; have pupil read orally; ask a few fact 
questions to determine comprehension; ask a thought question to 
disclose the pupil's ability to draw inferences. 

3. Points to notice 

a. Free Reading Level: 90% comprehension; 99 of every 100 running 
words correctly pronounced; natural phrasing; pupil relaxed. 

b. Instructional Level: 75% comprehension; 95 of every 100 running 
words correctly pronounced; natural phrasing; pupil relaxed. 

c. Frustration Reading Level: 50% or less comprehension; 10 or 
more of every 100 running words mispronounced; phrasing unnatu¬ 
ral and uncertain; pupil tense, possible finger pointing. 

(Refer to manual in basic readers for list of words usually acquired.) The 
teacher occasionally may use synonyms for words the children have already 
learned. He may call attention to the new words and establish their meaning 
through discussion. He should select such words as penny , mend , close , 
make, and help the child learn the meanings by using the synonyms cent , fix , 
shut, and build . Pupils may make simple sentences, using the synonyms. 


73 









LANGUAGE ARTS - READING 


LEVEL TWC 


5 b: Talks about 
stories read, telling who, 
when, where, what, and how 
events happened 

Goal 6: Selects reading 
material on his own level 
and uses simple check-out 
system 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 


Children should be provided independent reading material within their range 
of comprehension. Questions beginning with who , when , where , what, and how 
should be used to test comprehension. Questions that can be answered with 
"yes" or "no" should be avoided. 

Children should begin to select books on their interest and free-reading 
levels. They should have the experience of using a simplified check-out 
system to check their books from the library regularly. 


74 





LANGUAGE ARTS - READING 

LEVEL THREE 



LANGUAGE ARTS - READING 


LEVEL THREE 



EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 

Goal 1: Improves in use 
of different methods of 
attacking new words 

Pupils should gain familiarity with such consonant blends as f1, bl, _st, si, 
br, and cr. They may keep lists of words containing these blends. For 
practice purposes, they may be guided in skimming reading material in search 
of words beginning with, or ending with, a consonant blend. 

l.a: Uses picture 

clues 

A glance at the objects in a picture often will provide the child with a 
clue to an unfamiliar word. The teacher will recognize occasions when this 
technique will be most effective. 

l.b: Uses configura¬ 

tion clues 

Configuration also may play a part. After seeing a word like Christmas a 
few times, pupils may recognize it from its conformation. 

l.c: Uses context 

clues 

The context often will supply a clue to the word necessary to complete the 
thought. Children should be encouraged to use these clues. 

l.d: Uses phonetic 

analysis 

Comparing a familiar word with an unfamiliar one which begins with the same 
consonant or consonant blend may help children identify the unfamiliar word. 

As words including them are learned, attention should be called to the long 
and short vowel sounds in words such as at - ate, not - note, bit - bite. 
Practice in making the various vowel sounds may be provided. The children 
should become familiar with the long and short mark for vowels. Good picture 
dictionaries are helpful. 

Pupils may be introduced to some generalizations concerning pronunciations 
of words; e.g., the final e of a word usually denotes a long vowel sound 
within the word. 


Children should be given help in learning that two-syllable words with dou¬ 
ble consonants are divided between the double consonant. (lit/tie, rab/bit). 


76 



LANGUAGE ARTS - READING 


LEVEL THREE 


Goal 1: (Continued) 


l.e: Uses structural 

analysis 


Goal 2: Reads independently 
material at his free read¬ 
ing level 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 


They should learn that two-syllable words usually are divided between unlike 
consonants (of/ten, win/dow), and that prefixes and suffixes often are syl¬ 
lables (play/ing, work/er, re/write, un/like). 

The teacher should encourage pupils to "figure out" words. Attempts made at 
discovery should be praised with suitable restraint. 

In their reading, children will find words that contain words they know, 
such as get in getting , eat in eating . Practice may be given in forming a 
number of words using ing or eel endings. 

Each pupil should be encouraged to do much independent reading at his free 
reading level. Easy reading material should be available in each classroom. 
Extensive use should be made of the library and the services of the librar¬ 
ian. If pupils enjoy reading and seek it as a means of pleasure, their 
skill in reading may be increased considerably. 

Since it is not always evident that a child understands what he reads, tech¬ 
niques may be used by the teacher to determine understanding. These tech¬ 
niques should be varied and they should suit the reading material. The fol¬ 
lowing techniques are particularly suitable to test comprehension in either 
oral or silent reading: 

1. Illustrating with pictures 

2. Retelling 

3. Dramatizing 

4. Pantomiming 

5. Answering thought questions covering more than one paragraph 

6. Finding right words 

7. Discussing incidents in stories and reasons for certain actions on 
the part of the characters 

8. Giving opinions of characters 


77 




LANGUAGE ARTS - READING 


LEVEL THREE 



EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 

Goal 2: (Continued) 

9. Anticipating endings 

10. Completing sentences 

11. Concluding stories 

Ability to recall the main points of a story marks definite progress in 
silent reading. Early development of this ability may result from getting 
points in sequence from various children, and later from one child. 

Planning and carrying out simple dramatics may serve to sharpen the chil¬ 
dren's interest. 

Goal 3: Reads material 
at his own particular 
instructional level 

The teacher may refer to a similar goal at Level Two for a method of identi¬ 
fying the various reading levels of a pupil. 

3.a: Knows an 
increased number of writ¬ 
ten English words 

The teacher should use the child's surroundings and everyday experiences to 
develop vocabulary needed for reading purposes in various subject areas. 

3.b: Uses words of 

opposite and similar 
meaning 

After word meanings have been established in real situations and concepts of 
some opposites have been developed, the teacher may provide drill exercises 
and games in which children change a sentence to make it mean the opposite 
or draw pictures that show opposite meanings. 

Attention may be called to reading words that are synonyms of words in the 
pupils' speaking vocabularies. 

Goal 4: Reads for the 
enjoyment of others, using 
a pleasing voice and cor¬ 
rect phrasing 

Children frequently should read orally both poems and stories as a way of 
sharing with their class. An announcement by the teacher that Mary has 
found something, for example, about a jungle, or a funny story about Abraham 
Lincoln, which she wants to read to the group, may create greater interest 
in books and better reading on the part of the children. Pupils need to be 


78 


LANGUAGE ARTS - READING 


LEVEL THREE 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 


Goal 4: (Continued) 


Goal 5: Improves in 
ability to select read¬ 
ing material on own level 
and to use library 
facilities 


encouraged in sharing with the group interesting things they find in books, 
but they should not be required to perform audience reading for a group 
unless they can read without causing embarassment to themselves or others. 
When a child can read a selection well, he may read to one group while the 
teacher works with another group. The teacher should determine if the group 
understood the selection read. Reading in unison with various interpreta¬ 
tions provides children with another means of oral expression. Such reading 
requires careful preparation on the part of the teacher and pupil. 

The child should know there are dictionaries and other reference materials 
in the library, and should be able to distinguish real reference materials 
from materials for pleasure. 

He should have many opportunities to select reading material on his free 
reading level. He should be guided in using a picture dictionary to secure 
needed word meanings. 


79 


BIBLIOGRAPHY 


BOOKS 

1. Austin, Mary C., and Coleman Morrison. The First R . The Harvard Report on Reading in Elementary 

Schools. New York: Macmillan Company, 1963. 

2. Betts, Emmet Albert. Foundations of Reading Instruction ,. New York: American Book Company, 1957. 

3. Bond, Guy L., and Eva Bond Wagner. Child Growth in Reading . Chicago: Lyons and Carnahan, 1955. 

4. Bumpass, Faye L. Teaching Young Students English as a Foreign Language . New York: American Book 

Company, 1963. 

5. Dawson, Mildred (ed.). Children, Books, and Reading . Newark, Delaware: International Reading 

Association, 1964. 

6. _, and Henry Bamman. Fundamentals of Basic Reading Instruction . New York: David McKay Company, 

Incorporated, 1963. 

7. DeBoer, John J., and Martha Dallmann. The Teaching of Reading . Revised edition. New York: Holt, 

Rinehart and Winston, Incorporated, 1964. 

8. Finocchiaro, Mary. Teaching English as a Second Language . Evanston, Illinois: Harper and Row 

Publishers, 1958. 

9. Gray, Lillian. Teaching Children to Read . Third edition. New York: Ronald Press Company, 1963. 

10. Gray, William S. On Their Own in Reading . Chicago: Scott, Foresman and Company, 1960. 

11. Harris, Albert J. How To Increase Reading Ability . Fourth edition. New York: David McKay Company, 

Incorporated, 1961. 

12. McKim, Margaret G. Guiding Growth in Reading . New York: Macmillan Company, 1961. 

13. Lee, Doris M., and R. V. Allen. Learning To Read Through Experience . New York: Appleton-Century- 

Crofts, 1963. 


80 

















14. Russell, David H. Children Learn T o Read . Boston: Ginn and Company, 1961. 


15. __, and Etta E. Karp. Reading Aids Through the Grades . New York: Bureau of Publications, 

Teachers College, Columbia, 1963. 

16. Spache, George D. Toward Better Reading. Champaign, Illinois: Garrard Publishing Company, 1963. 


81 







language arts 


WRITING 


LEVEL TWO 


LANGUAGE ARTS - WRITING 


LEVEL TWO 


Goal 1: Uses writing for 
various purposes 

l.a: Writes the date 
correctly 


l.b: Writes accept¬ 
able manuscript 

Goal 2: Is interested in 
expressing his thoughts in 
writing 


Goal 3: Writes material for 
practical and personal use 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 


The child may have observed the teacher write the date for a daily news item 
placed on the bulletin board or a chart. At this level he may learn to 
write the date independently on the papers he hands in, and on the letters 
and invitations he writes to others. For a period of time the teacher may 
write the date on the chalkboard each day so that when the child needs the 
date for any written work he does, he may refer to the sample for correct 
punctuation and capitalization. When children can write and punctuate the 
date correctly without referring to the sample, its use may be discontinued. 

The teacher should refer to the manuscript writing chart in Level One. At 
this level the child should learn to form the letters neatly and at a speed 
that is not laborious. 

Children should demonstrate some skill in composing stories of two or three 
sentences related to one idea. Background preparation for this goal may be 
stories read or told to the children, stories they bring from home, or sto¬ 
ries about things they have done or seen. Children should have frequent 
chances to tell stories in which they try to keep to one idea. 

After considerable oral practice, pupils may begin to write their stories. 

In the beginning the teacher may ask leading questions to help the children 
start their stories. 

Pictures of common scenes may stimulate story telling or story writing. 

"Tell what the man is doing," or a similar starter, may be used. 

Pupils should learn to write letters, invitations, and stories of two or 
three sentences. At earlier levels the child may have pointed out what he 
saw in pictures and talked about the stories the pictures told. At this 
level he may express his thoughts in writing. He may write a sentence or 
two about selected pictures. The teacher may ask the child to think what he 
wants to say, and then ask for help with the words that he cannot spell. 


83 







LANGUAGE ARTS - WRITING 


LEVEL TWO 



EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 

Goal 3: (Continued) 

The words may be written for him on the board so that he can refer to them 
for the correct spelling when he does his writing. 

3.a: Demonstrates some 
skill in writing friendly 
letters and addressing 
envelopes 

Sample letters which are interestingly written may be read to the class and 
studied. Interesting group letters may be composed before the children 
attempt individually to write an interesting friendly letter. 

Attention should be called to acceptable greetings and closings and to the 
punctuation used with these. Standards for margins, indentation, and neat¬ 
ness may be set. 

3.b: Develops other 

writing skills 

After standards of written work are developed, the children should be 
expected to check their work by these standards. 

When a child has learned to form letters correctly, he should maintain this 
skill as a standard in all of his written work. As he progresses, he should 
check for margins, indentations, and general appearance of his written work. 

The child should be learning to spell some of the simple words that he uses 
frequently in his written work. The teacher should be alert to the words 
which are most commonly used by the children and help them learn to spell 
these words. 

Pupils should be aided in distinguishing sounds of consonants and vowels to 
aid them in spelling. 

Goal 4: Begins to use 
capitalization and punc¬ 
tuation correctly 

To develop an understanding of the distinction between statements and ques¬ 
tions, the teacher may ask children to read sentences that tell something, 
and call attention to the periods at the end of the sentences. Children may 
be assisted in generalizing that the period is at the end of a sentence that 
tells something. 


84 



LANGUAGE ARTS - WRITING 


LEVEL TWO 



EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 

Goal 4: (Continued) 

An understanding of the use of the question mark at the end of a question 
may be established by locating simple questions in a reading or arithmetic 
book and generalizing that the question mark is used at the end of a sen¬ 
tence that asks something. 

4.a: Acquires some 

skill in capitalizing 
holidays and titles of 
stories 

As holidays occur, children may be taught to write and capitalize the names 
of these holidays. When a story is read, the teacher may call attention to 
the capitals in the title, or may have children observe capitals in titles 
in the table of contents. Emphasis on capitalization of titles should be 
reflected whenever experience stories are written or when children are writ¬ 
ing individual stories. 

4.b: Writes Mr., 

Mrs., and Miss correctly 

Children may write the names of their parents and their own names. They may 
be provided with a list of staff members with whom they are familiar to 
write the correct title before each name. 

Goal 5: Begins to use 
descriptive words 

After a child has written a story, or an experience, he may be guided in 
studying it to determine if the use of different words would make it more 
descriptive. He should be encouraged to use the picture dictionary to find 
other words he might use. 


85 





LANGUAGE ARTS - WRITING 


LEVEL THREE 


LANGUAGE ARTS - WRITING 


LEVEL THREE 


Goal 1: Uses writing for 
various purposes 


Goal 2: Writes material 
for practical and personal 
use 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 


More stress should be placed on oral work than on written work, particularly 
for those pupils who are learning English as a second language. However, 
writing can be effectively used to reinforce what children are learning 
orally. Sentence patterns from oral practice may be written. Transforma¬ 
tions of these sentences may be written, also. 

Written work in the content areas may be assigned. 

Children should be encouraged to continue writing simple stories and 
accounts of their experiences. 

Opportunities should be provided for children to write invitations; accept¬ 
ances to invitations, or regrets; friendly letters; bulletin board notices; 
and announcements. 

There should be a form taught for written work which is prepared for others 
to read. The following form may be used: 



The child should be taught to leave a margin of one inch at the left of his 
paper just as he does in writing letters. He should be taught to check his 
work before giving it to someone else to read. The teacher should encourage 
children to submit their best work. 


87 






LANGUAGE ARTS - WRITING 


LEVEL THREE 


Goal 2: 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 


(Continued) Standards should be set for checking written work. Charts listing standards 

for writing letters, a sample letter form, standards for writing titles - 
Mr., Mrs., Miss - or standards for using periods or question marks supply a 
ready reference. 

Children should be taught to check all their written work for errors. They 
should know that good written work is expected. If there is a real need for 
written work, the children will have a greater respect for it. Written work 
should not be assigned simply to keep children busy. Every piece of written 
work assigned should receive the teacher's attention, and the children 
should be aware that it does. 

Some approved form should be followed in writing friendly letters; e.g.: 




88 








LANGUAGE ARTS - WRITING 


LEVEL THREE 


Goal 2: 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 


(Continued) The teacher's first concern should be to have the child write a newsy letter, 

getting away from all stereotyped expressions; such as, "I am well," "How 
are you?" and "I will close for now." 

Points relative to the form of the letter should be introduced gradually, 
remembering that form is secondary in importance. The form that is used in 
the letter may be followed in addressing the envelope: 


Jimmie Bird 

Star Route Stamp 

Box Town, Montana 00000 


Mrs. James Bird 
Route 1 

Lawton, Montana 00000 


The return address of the sender should be written in the upper left-hand 
corner of the envelope, with full name and address. 


89 






LANGUAGE ARTS - WRITING 


LEVEL THREE 



EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 

Goal 2: (Continued) 

Writing real letters to pupils in another school, or to parents and rela¬ 
tives (if children are attending a boarding school), or to Junior Red Cross 
friends may stimulate an interest in letter writing. A model form can be 
posted for reference, or a child may have a model of an envelope addressed 
correctly to his parents or a relative, for his own individual reference. 

2.a: Uses personal 

pronouns and adjectives 
correctly in his writing 

For reinforcement of oral practice in using personal pronouns and adjectives, 
children should have much drill in writing the same patterns and their 
transformations. For those who still may have difficulty in using he and 
she, him and her, or his and hers correctly, it is recommended that the 
teacher refer to primary level speaking goals for suggested patterns for 
both oral and written practice. 

Note should be taken of the use of personal pronouns and adjectives in 
everyday writing, and assistance should be given where it is needed. 

2.b: Uses plural forms 

correctly 

In addition to learning to form plurals by adding s and es, children need 
assistance in forming the plurals of irregular nouns. Attention should be 
called to the plural form of these words as they are used in daily work, and 
meaningful activities should be provided for reinforcing learning to write 
them correctly. 

2.c: Extends spelling 

skill 

Stress in spelling should be on learning to spell the words needed in daily 
work in the various subject areas. Spelling should be as much of an indi¬ 
vidual undertaking as the teacher can make it. 

To help children learn to spell, the teacher may refer to a spelling text 
for a suggested technique. Pupils need considerable practice in spelling 
the new words they learn. The teacher may prepare short stories including 
new and review words to dictate to children. Each child may keep a personal 
dictionary of the spelling words he has learned. A card file of frequently 
used words may be made. Children may be encouraged to refer to the card 
file for assistance in spelling words. 


90 



LANGUAGE ARTS - WRITING 


LEVEL THREE 


Goal 2: (Continued) 


Goal 3: Dictates and 
clear and interesting 
thoughts 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 


The kinesthetic method of teaching spelling to children having special dif¬ 
ficulty is suggested. 

To prepare class, group, or individual spelling lists, the teacher may note 
words that children ask to have spelled, and words they misspell. If he 
wishes, the teacher may check these lists against lists in a spelling text 
to select additional words he thinks the child will need to learn to spell 
in relation to work that is planned or experiences that are to be provided. 
It is re-emphasized that the child's need is the primary word source for 
spelling. An average of two new words daily is sufficient for children to 
learn at this level. 

writes Children should continue to write stories of two or three sentences, keeping 
to one idea. Background preparation for this accomplishment are stories - 
read or told to children, stories they bring from home, stories about things 
they have done or seen. They should have much experience telling stories in 
which they try to keep to one idea. To improve certain sentences contrib¬ 
uted, the teacher may say, "Could we say this in a different way?" or "How 
else could we say it?" The teacher should guard against writing sentences 
that are too long and, as far as possible, should use the vocabulary of the 
child who made the contributions. 

After considerable oral practice, pupils should begin to write in this man¬ 
ner. In the beginning the teacher may give leading questions to help the 
children start their stories. 

Pictures of common scenes are stimuli to story telling or story writing. 
"Tell what the man is doing" or a similar direction may be used as a starter. 
As children attempt to write their own stories, a sentence by the teacher 
may be necessary for a beginning. Such writing affords an opportunity to 
fix the use of periods and question marks at the close of sentences. 


91 


LANGUAGE ARTS - WRITING 


LEVEL THREE 


Goal 3: (Continued) 


Goal 4: Uses the sentence 
as a unit of language 


Goal 5: Correctly uses 
capitalization and punctua¬ 
tion that he has learned 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 


Sample Language Implications Related to this Goal 

For re-emphasizing descriptive terms in pupils' vocabulary, the teacher may 
show outdoor scenes and have the children describe them orally before writ¬ 
ing them. 

The sky is blue. 

The mountains are high and rocky. 

The grass is soft and green. 

The pine tree is straight and tall. 

It stands like a proud soldier. 

Children who are learning English as a second language should have much 
practice in writing the sentence patterns they are learning. Those who are 
more familiar with English may benefit from such practice, also. Through 
gaining familiarity with different patterns and their transformations, chil¬ 
dren may develop an understanding of the sentence being a unit of language. 

The pupil's first experience in capitalizing names was in writing his own. 
Other words will need to be capitalized as the pupil does other written work. 

In writing his own address, or in writing letters to friends, he will need 
to capitalize the names of towns. 

Early practice in learning to use capitals in titles may be provided through 
writing captions for drawings, in poster making, or in labeling pictures in 
a scrap book. The child should learn that the beginning word and the impor¬ 
tant ones in a title begin with capitals. 

It should be pointed out that the title of a story or poster does not 
require a period at the end. 


92 



LANGUAGE ARTS - WRITING 


LEVEL THREE 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 


Goal 5: (Continued) 


Goal 6: Is interested in 
writing in many forms 


Since children at this level will be concerned with simple history in con¬ 
nection with holidays, some of their written work can be related to it. 

They will need to know that the words like Christmas, Thanksgiving, and 
Easter should be capitalized when they write them in stories or in letters. 

Chart reading and writing should continue to give pupils experience with the 
use of the period and question mark. The content of charts should be con¬ 
tributed by the children and written by the teacher. As he writes, he may 
ask, "What shall I put at the end of this sentence?" He may have different 
children come to the board to punctuate the sentences he has written. Chil¬ 
dren should experience writing questions about things they wish to find out. 
For example, some of the children who have not seen the landing of airplanes 
may ask other children questions about landings. The teacher may write the 
questions on the chalkboard. He may call on different children to supply 
the correct punctuation. 

When it is determined that children are ready for the transition from manu¬ 
script to cursive writing, they should be prepared for it. They should be 
guided in observing the similarities and the differences between the manu¬ 
script and the cursive forms of letters. Pupils need to be taught that cur¬ 
sive letters are slanted to facilitate joining them in forming words. Both 
alphabets should be displayed during the transition period. Children should 
not be forced into the transition. Only a limited amount of cursive writing 
should be done during the period of shifting from manuscript to cursive. 

The teacher should note the sample of cursive letters at the end of this 
section. 


93 


a a c jy e, w j 

J Cfli, 7/ 7/ X'f f= 


/g- J'A/ds ZZZZ^jE^ Jy M f 

X X ^ ^ Xy^/ yy yy ~ 

X ^ /i^Mr /jy sy /i 





















BIBLIOGRAPHY 


BOOKS 

1. Anderson, Paul S. Language Skills in Elementary Education . New York: The Macmillan Company, 1964. 

2. Hammond, Sarah Lou. Good Schools for Young Children . New York: Macmillan Company, 1963. 

3. Lambert, Hazel M. Early Childhood Education . Boston: Allyn and Bacon, Incorporated, 1960. 

4. Petersen, Dorothy G., and Velma D. Hayden. Teaching and Learning in the Elementary School . New York: 

Appleton-Century-Crofts, 1961. 

5. Shane, Harold G., and others. Beginning Language Arts Instruction with Children . Columbus, Ohio: 

Charles E. Merrill Books, Incorporated, 1961. 

6. Trauger, Wilmer K.*-, Language Arts in Elementary Schools . New York: McGraw-Hill Book Company, 1963. 


95 









LANGUAGE ARTS - LITERATURE 


LEVEL TWO 


LANGUAGE ARTS - LITERATURE 


LEVEL TWO 


Goal 1: Becomes acquainted 
with the nursery rhymes and 
picture stories of the non- 
Indian culture 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 


General Techniques . When telling stories, the teacher should wait until all 
in the group are seated and are ready to listen. If this procedure is fol¬ 
lowed, it may be easier to set an atmosphere for attentiveness. 

The teacher and the pupils should select books from the library that are 
suitable for the class and set up an attractive classroom library corner. 

If possible, a daily activity should be developed around the books in the 
library corner. A pocket chart where each child keeps his reading record 
may encourage reading. When a child finishes a book, he should write the 
title on his card and place it in his pocket on the chart. This could serve 
as a basis for sharing by children who had read the same book. It would 
also give the teacher an opportunity to discuss with individuals the reading 
they are doing. 

Children individually or in groups may make movie strips and show them in 
cardboard boxes, telling the story as the movie is shown. Finger puppets, 
hand puppets, and flannel board cut-outs make story telling more interesting 
and dramatic. The tape recorder may be used to record children’s stories 
as a means of developing story-telling ability. Cut-outs of the story char¬ 
acters may be made. 

Holding the book so all can see, the teacher may read easy picture-story 
books to children. Questions may be asked about the story or pictures. 
Children will need sufficient time to respond. 

At first the teacher should tell only one or two things about each picture 
and then move on to another picture, in order to hold interest. Gradually, 
the length of exposure of each picture may be increased; but when interest 
lags, the picture should be changed. 

The child may react verbally, emotionally, or creatively to the story. He 
should be encouraged to express his reaction in each of these ways. 


97 



LANGUAGE ARTS - LITERATURE 


LEVEL TWO 


Goal 2: Enjoys the tales, 
legends, and poems of 
American Indians 


Goal 3: Grows in his ability 
to form pictures in his mind 
through hearing and/or read¬ 
ing verse, fairy stories, 
fables, and folk tales 


Goal 4: Associates what he 
reads and hears with what 
he has seen or done 


Goal 5: Grows in ability 
to recognize and respond 
to emotional tone of a 
story and/or poem 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 


Indian employees or parents may be invited to tell stories to the class. 
Children should be prompted to contribute brief comments about the story and 
to advance opinions in English or in their own language. Close identifica¬ 
tion of the child with a character in the story may be stimulated. The 
teacher should not attach requirements to the literature program. The only 
objective at this level is to get children to enjoy the delightful selec¬ 
tions that appeal to them. 

These stories and fables will be, in many cases, the child's first introduc¬ 
tion to literature and the musical quality of the English language. Here he 
meets rhymes with musical words. He should react rhythmically to favorite 
selections and gain new pleasure from descriptive words as he enters into 
the feeling and mood of the selection. 

Well-known fables should be included in the child's reading for pure enjoy¬ 
ment. Their simplicity, apt phrasing, humor, and dramatic possibilities 
make them especially appealing. 

The primary level teacher should create a preparatory atmosphere for liter¬ 
ature awareness through the careful selections of verse, picture stories, 
fables, and folk tales (Indian and non-Indian). The teacher may guide the 
child through interesting and varied literary experiences to assist him in 
identifying himself with the story and relating the content to his own per¬ 
sonal experiences. It may be fun for the child to join in the refrains as 
the teacher reads in a relaxed, natural, and happy atmosphere. 

The child needs to learn to respond to poetry and prose with language, 
rhythm, his emotions, and action. The ability to identify himself with 
characters in the story and to respond emotionally should be developed 
through providing background experiences and word meanings which will lend 
understanding to the selections. 


98 


LANGUAGE ARTS - LITERATURE 


LEVEL TWO 


Goal 6: Begins to under¬ 
stand the difference 
between make-believe and 
true 

Goal 7: Enjoys sharing with 
others the near nonsense 
humor, and other stories and 
poems he finds in his free 
reading materials 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 


Children may give accounts of things they know actually happened and then be 
guided in developing a story that is make-believe. As the teacher reads to 
children, or as he is guiding them in their reading, he may question them 
concerning items which are true and those which are obviously make-believe. 

The teacher should read verse to the children that they can understand and 
enjoy with little or no explanation. 

Pupils should select stories or verse that they wish to share with others. 
The teacher or the pupil may read these to the group. The humor, the events, 
or the description may be emphasized by the teacher to help children develop 
an appreciation for different kinds of writing. Therefore, the writing must 
be about something with which they are knowledgeable, either through actual 
or vicarious experience. 

Sample Language Implications Related to this Goal 
Listen to this. Isn't it funny? 

Let me read this to you. I think it's very pretty. 

I like this poem. I think you'll like it, too. 


99 



LANGUAGE ARTS - LITERATURE 


LEVEL THREE 


LANGUAGE ARTS - LITERATURE 


LEVEL THREE 


Goal 1: Becomes acquainted 
with the nursery rhymes and 
picture stories of the non- 
Indian culture 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 


General Techniques . When telling stories, the teacher should wait until all 
in the group concerned are seated and are ready to listen. If this proce¬ 
dure is followed, it may be easier to set an atmosphere for attentiveness. 

The teacher and the pupils should select books from the library that are 
suitable for the class and set up an attractive classroom library corner. 

If possible, a daily activity should be developed around the books in the 
library corner. A pocket chart where each child keeps his reading record 
may encourage reading. When a child finishes a book, he should write the 
title on his card and place it in his pocket on the chart. This could serve 
as a basis of discussion for children who had read the same book. It would 
also give the teacher an opportunity to discuss with individuals the reading 
they are doing. 

Children, individually or in groups, may make movie strips and show them in 
cardboard boxes, telling the story as the movie is shown. Finger puppets, 
hand puppets, and flannel board cut-outs make story telling more interesting 
and more dramatic. The tape recorder may be used to record children's sto¬ 
ries as a means of developing story-telling ability. Cut-outs of the story 
characters may be made. 

Holding the book so all can see, the teacher may read easy picture-story 
books to children. Questions may be asked about the story or pictures. 
Children will need sufficient time to respond. 

At first the teacher should tell only one or two things about each picture 
and then move on to another picture, in order to hold interest. Gradually, 
the length of exposure of each picture may be increased; but when interest 
lags, the picture should be changed. 

The child may react verbally, emotionally, or creatively to the story. He 
should be encouraged to express his reaction in each of these ways. 


101 



LANGUAGE ARTS - LITERATURE 


LEVEL THREE 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 


Goal 2: Enjoys the tales, 
legends, and poems of 
American Indians 


Indian employees or parents may be invited to tell stories to the class. 
Children should be prompted to contribute brief comments about the story and 
to advance opinions, in English or in their own language. Close identifica¬ 
tion of the child with a character in the story may be stimulated. The 
teacher should not attach requirements to the literature program. The only 
objective at this level is to get children to enjoy the delightful selec¬ 
tions that appeal to them. 


Goal 3: Grows in his ability 
to form pictures in his mind 
through hearing and/or read¬ 
ing verse, fairy stories, 
fables, and folk tales 


These stories and fables will be, in many cases, the child’s first introduc¬ 
tion to literature and the musical quality of the English language. Here he 
meets rhymes with musical words. He should react rhythmically to favorite 
selections and gain new pleasure from descriptive words and phrases as he 
enters into the feeling and mood of the selection. 


Well-known fables should be included in the child's reading for pure enjoy¬ 
ment. Their simplicity, apt phrasing, humor, and dramatic possibilities 
make them especially appealing. 


Goal 4: Associates what he 
reads and hears with what 
he has seen or done 


The primary-level teacher should create a preparatory atmosphere for litera¬ 
ture awareness through the careful selections of verse, picture stories, 
fables, and folk tales (Indian and non-Indian). The teacher may guide the 
child through interesting and varied literary experiences to assist him in 
identifying himself with the story and relating the content to his own per¬ 
sonal experiences. It may be fun for the child to join in the refrains as 
the teacher reads in a relaxed, natural, and happy atmosphere. 


Goal 5: Grows in ability 
to recognize and respond 
to emotional tone of a 
story and/or poem 


The child needs to learn to respond to poetry and prose with creative lang¬ 
uage, rhythm, his emotions, and action. The ability to identify himself 
with characters in the story and to respond emotionally should be developed 
through providing background experiences and word meanings which will lend 
understanding to the selections. 


102 


LANGUAGE ARTS - LITERATURE 


LEVEL THREE 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 


Goal 6: Begins to under¬ 
stand the difference 
between make-believe and 
true 

Goal 7: Enjoys sharing 
with others the near non¬ 
sense humor, and other 
stories and poems he finds 
in his free reading 
materials 


Children may give accounts of things they know actually happened and then be 
guided in developing a story that is make-believe. As the teacher reads to 
children, or as he is guiding them in their reading, he may question them 
concerning items which are true and those which are obviously make-believe. 

The teacher should read verse to the children that they can understand and 
enjoy with little or no explanation. 

Pupils should select stories or verse that they wish to share with others. 
The teacher or the pupil may read these to the group. The humor, the events, 
or the description may be emphasized by the teacher to help children develop 
an appreciation for different kinds of writing. Therefore, the writing must 
be about something with which they are knowledgeable, either through actual 
or vicarious experience. 

Sample Language Implications Related to this Goal 
Listen to this. Isn’t this funny? 

Let me read this to you. I think it's very pretty. 

I like this poem. I think you'll like it, too. 


103 



BIBLIOGRAPHY 


BOOKS 

1. Arbuthnot, May Hill (ed.). Time for Fairy Tales, Old and New . Revised edition. Glenview, Illinois: 

Scott, Foresman and Company, 1961. 

2. Brown, Margaret Wise. The Little Lost Lamb . Garden City, New York: Doubleday and Company, Incorpo¬ 

rated, 1945. 

3. _. Wait Till the Moon Is Full . Evanston, Illinois: Harper and Row Publishers, 1948. 

4. _. Whistle for the Train . Garden City, New York: Doubleday and Company, Incorporated, 1956. 

5. Bulla, Clyde Robert. Indian Hill: Relocation of a Navajo Family . New York: Thomas Y. Crowell Company, 

1963. 

6. Burton, Virginia Lee. Katy and the Big Snow . Geneva, Illinois: Houghton Mifflin Company, 1943. 

7. Clark, Ann Nolan. Desert People . New York: Viking Press, Incorporated, 1962. 

8. Fenner, Phylis R. (ed.). Time To Laugh . New York: Alfred A. Knopf, Incorporated, 1942. 

9. Field, Rachel L. American Folk and Fairy Tales . New York: Charles Scribner’s Sons, 1929. 

10. Flack, Marjorie. Boats on the River . New York: Viking Press, 1947. 

11. Henry, Marguerite. The Little Fellow . New York: Holt, Rinehart and Winston, Incorporated, 1945. 

12. James, Harry C. The Hopi Indian Butterfly Dance . Chicago: Melmont Publishers, Incorporated, 1959. 

13. Krauss, Ruth. Birthday Party . Evanston, Illinois: Harper and Row Publishers, 1957. 

14. _. Carrot Seed . Evanston, Illinois: Harper and Row Publishers, 1950. 

15. _. The Happy Day . Evanston, Illinois: Harper and Row Publishers, 1949. 


104 





















16. Lenski, Lois. Little Sioux Girl . Philadelphia: J. B. Lippincott Company, 1958. 

17. Lear, Edward. Book of Nonsense . New York: Random House, Incorporated, 1959. 

18. Longfellow, Henry Wadsworth. The Children's Own Longfellow . Boston: Houghton Mifflin Company, 1957. 

19. Martignoni, Margaret E. (ed.). Illustrated Treasury of Children’s Literature . New York: Grosset and 

Dunlap, Incorporated, 1955. 

20. Novinger, Virginia. Skip Sees the Signs . Chicago: Albert Whitman and Company, 1953. 

21. Parrish, Peggy. Amelia Bedelia . New York: Harper and Row Publishers, Incorporated, 1963. 

22. Child Study Association of America. Read to Me Again . New York: Thomas Y. Crowell Company, 1961. 

23. Rushmore, Helen. Dancing Horses of Acoma and Other Acoma Indian Stories . Cleveland: World Publishing 

Company, 1963. 

24. Schlein, Miriam. Bumblebee's Secret . Eau Claire, Wisconsin: E. M. Hale Company, 1964. 

25. _. City Boy, Country Boy . Chicago: Childrens Press, Incorporated, 1955. 

26. _. Heavy Is a Hippopotamus . LaPuente, California: Carl J. Leibel, 1954. 

27. Slobodkin, Louis. The Friendly Animals . New York: Vanguard Press, Incorporated, 1944. 

28. Stevenson, Burton Egbert (ed.). Home Book of Verse for Young Folks . New York: Holt, Rinehart and 

Winston, Incorporated, 1929. 

29. Stevenson, Robert Louis. Child's Garden of Verse . New York: E. P. Dutton and Company, (n.d.). 


105 



















ART 

LEVEL TWO 


ART 


LEVEL TWO 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 


Goal 1: Extends his 
experience with color 


Goal 2: Extends creative 
expression by exploring 
a greater variety of art 
media 


Goal 3: Uses artistic 
ability to illustrate or 
creatively depict some 
learning 


Children should continue to work with the colors red, yellow, blue, orange, 
green, and purple, as well as the neutral colors white, black, and gray. 

For review purposes they might make simple color charts using flower petals, 
leaves, or favorite objects. /Birren (2). 

Creative expression should be encouraged in media already introduced and 
practiced, and new media should be introduced and practiced. Activities 
related to use of these new media might include: 

1. Brush painting--tempera, large brush. 

2. Plaster molding. 

3. String painting--tempera. 

4. Papier-mache molding. 

_/Bj oland (3), Peter (14), Reed (16), and (7). 
Creativeness may be reflected in various areas of learning by: 

1. Making murals. 

2. Developing bulletin board displays. 

3. Making a frieze or a collage. 

4. Modeling clay to depict objects. 

5. Sculpturing items of soap, wood, or stone. 

6. Illustrating stories or ideas with drawings or cartoons. 

Sample Language Implications Related to this Goal 

Let's plan for painting our mural. 

I like to draw horses. 

Who wants to make the pickup? 

I do. 

I'll draw the airplane. 


107 



ART 


LEVEL TWO 



EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 

Goal 3: (Continued) 

Here's a picture of a ship. I'll draw it. 

Who wants to paint the spaceship? 

I do. 

Goal 4: Independently 
explores other uses of 
art media to which he 
previously has been 
exposed 

After the child has had some instruction and experience in handling a 
medium, he may explore creatively in that medium. 

By this time, the child should have some experience with clay, pencil, 
crayon, powder paint, finger paint, chalk (dry or wet), and water color. He 
should be able to handle a large brush (size 12) with some ease. 

He may now be ready to explore independently with such media. The teacher 
may see that art elements (line, form, texture, color, value) and art prin¬ 
ciples (balance, variation, unity, contrast, subordination, emphasis, 
rhythm, dominance, harmony, proportion) are introduced. Activities such as 
frieze making or repeat-design making can be geared to emphasize a certain 
point; for example, balance-rhythm. 

/Bjoland (3), Peter (14), Reed (16), and (7). 

Goal 5: Refines his 
appreciation of the native 
arts of his tribe through 
experimentation 

The child has acquired some skill in recognizing arts and crafts of his own 
people. This skill should be further developed by experimenting and explor¬ 
ing with various media. The child may: 

1. Use graph paper to make designs. 

2. Copy the design in weaving or in bead work. 

3. Use clay, wood, stone, reed, paper, or yarn for experimentation. 

A variety of art supplies should be accessible for children's leisure time 
use. Mnderson (1), Birren (2), and D'Amico (5). 


108 


ART 


LEVEL TWO 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 


Go VI 6: Appreciates the 

na oral beauty of his 
surroundings 


Goal 7: Becomes 
knowledgeable of the 
art contribution of 
other groups 


Since nature provides living examples of design and texture, the child may 
be encouraged to bring nature objects to the classroom. He can, by feeling, 
learn to appreciate differences in texture--bumpy, satiny, fuzzy. He can 
develop an appreciation for variety in arrangement, using weed, rock, and 
f Lower compositions. tie may be guided in understanding that balance by 
arrangement may be achieved through: 

1. A larger base and smaller top. 

2. Simple and beautifully-shaped containers. 

3. The use of colored glass, stone, and marble to add interest to the 
composition. 

The child needs to learn that many groups of people have made characteristic 
contributions to art. The teacher might make a collection of items or pic¬ 
tures that demonstrate characteristic contributions of Orientals, Indians, 
and other groups. These may be displayed and talked about, and the child 
may be assisted in recognizing the various types. Art activities may be 
planned around these characteristic types; for example, a repeat design in a 
Chinese motif might be made. 


109 


ART 

LEVEL THREE 




ART 


LEVEL THREE 



EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 

Goal 1: Continues to 
extend creative expres¬ 
sion by exploring a 
greater variety of art 
media 

New activities introduced and performed at this level should include: 

1 . Weaving--paper and oilcloth, string. 

2. Paper sculpturing. 

3. Sawdust craft--animals, puppet heads. 

4. Cloth craft--booklets. 

5. Water coloring. * 

(7). 

Goal 2: Continues to use 
artistic ability to 
illustrate or creatively 
depict learning 

The arts and crafts program in the elementary school provides opportunities 
for fostering and encouraging the development of creative abilities. Arts 
and craft work should be included in the development of units. Sand table 
displays may be made. A terrarium provides an appropriate background for 
science displays or collections, and for practicing creative arrangement of 
items. Peep shows, open or flat-figure dioramas, and table scenes can exem¬ 
plify learning related to any curricular area. 

Goal 3: Refines skill of 
working independently with 
art media 

Children should be given an opportunity to extend their ability to experi¬ 
ment with art principles: balance, variation, unity, contrast, subordina¬ 
tion, emphasis, rhythm, dominance, harmony, and proportion; and with art 
elements: line, form, texture, color, and value. 

Goal 4: Continues to 
refine appreciation of 
the native arts of his 
tribe through experimenta¬ 
tion 

Freedom to experiment with the arts and crafts of his own tribe should be 
granted each child. As he gains capability in understanding the designs and 
workmanship of the artist, he should be given the opportunity to try his 
skill with similar projects, such as: 

1. Creating native designs. 

2. Sculpturing in soap, wood, stone, clay, and paper. 

3. Weaving baskets, belts, headbands, and rugs. 

4. Drawing and painting native scenes. 

5. Modeling with a variety of media. 


111 


ART 


LEVEL THREE 


Goal 5: Continues to 
demonstrate an appreciation 
of the natural beauty of 
his surroundings 

Goal 6: Begins to appre¬ 
ciate the art contributions 
of some other cultural 
groups 

Goal 7: Appreciates beauty 
in man-made objects 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 


The child may bring nature objects to the classroom. Such objects can be 
arranged to demonstrate the elements and principles of art, and may be used 
by the children to experiment with creative arrangements. Items can be used 
in collages, table scenes, and other displays. 

A unit is suggested in which art contributions of some of the cultural 
groups living in America are considered--Chinese, Japanese, Indian, or 
Pennsylvania Dutch. 


Through a knowledge and appreciation of color, and through the use of famil¬ 
iar media, children should be assisted in developing an appreciation of: 

1. Pictures. 

2. Clothing. 

3. Toys - dolls - animals. 

4. Jewelry. _/Ander son (1). 


Sample Language Implications Related to this Goal 


Oh, what a pretty 


bracelet 

necklace 

belt 


My father made it. 

It's very beautiful. 

My brother paints pretty pictures. 
Bring one to show us. 

My mother made this dress for me. 
It's very pretty. 


112 





BIBLIOGRAPHY 


BOOKS 

1. Anderson, Donald M. Elements of Design . New York: Holt, Rinehart and Winston, Incorporated, 1961. 

2. Birren, Faber. Color . New Hyde Park: University Books, Incorporated, 1963. 

3. Bjoland, Esther M. Things To Make and Do . Chicago: Standard Education Society, Incorporated, 1959. 

4. Conant, Howard, and Arne Randall. Art in Education . Peoria: Charles A. Bennett Company, 1959. 

5. D'Amico, Victor. Creative Teaching in Art . Revised edition. Scranton: International Textbook 

Company, 1953. 

6. Department of Classroom Teachers. x4rt Education in the Elementary School . Washington: American 

Educational Research Association of the National Education Association, 1961. 

7. Easy To Make . Darien, Connecticut: Teachers Publishing Corporation, 1958. 

8. Jefferson, Blanche. Teaching Art to Children . Second edition. Boston: Allyn and Bacon, Incorporated, 

1963. 

9. Lowenfeld, Viktor, and W. Lambert Brittain. Creative and Mental Growth . Fourth edition. New York: 

Macmillan Company, 1964. 

10. Lyford, Carrie A. Ojibwa Crafts . Lawrence, Kansas: Bureau of Indian Affairs, Haskell Press, (n.d.). 

11. _. Iroquois Crafts . Lawrence, Kansas: Bureau of Indian Affairs, Haskell Press, (n.d.). 

12. _.. Quill and Beadwork of the Western Sioux . Lawrence, Kansas: Bureau of Indian Affairs, Haskell 

Press, (n.d.). 

13. Munro, Eleanor C. The Go lden Encyclopedia of Art . Revised edition. New York: The Golden Press, 1964. 


113 

















14. Peter, John (ed.). McCall's Giant Golden Make-It Book . New York: Golden Press, Incorporated, 1953. 


15. Randall, Arne W., and Ruth E. Halvorsen. Painting In the Classroom . Worcester: Davis Publications, 

Incorporated, 1962. 

16. Reed, Carl, and Joseph Orze. Art from Scraps . Worcester: Davis Publications, Incorporated, 1960. 

17. Whitford, William G. Art for Young America . Revised edition. Peoria: Charles A. Bennett Company, 

1960. 


114 






HEALTH AND PHYSICAL FITNESS 


LEVEL TWO 


HEALTH AND PHYSICAL FITNESS 


LEVEL TWO 


Goal 1: Washes hands before 
handling food or dishes, 
after toilet, and after play¬ 
ing with pets 


Goal 2: Uses toilet 
correctly 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 


At previous levels children have been taught to wash their hands. At this 
level pupils may be taught to assist with party lunches by setting the table 
and putting food on the table. 

Before a class party, the teacher may discuss with children the reasons for 
washing hands before handling food or dishes. He should discuss with them 
frequently the need for washing hands after toilet and after playing with 
pets. Hand washing should be directed and supervised until the habit has 
been well established. 

Posters illustrating the practices with appropriate captions such as We wash 
our hands before we set the table . We clean our fingernails , We trim our 
nails , should be put in suitable places to serve as reminders to the child. 

Emery boards or nail files should be provided. The children should be 
taught to use them to keep their nails short. They may need to be shown how 
to file their nails and how to gently push back the cuticle. A classroom 
supply of hand lotion is helpful. It may stimulate the child to keep his 
nails properly manicured, if he is allowed to use it after he finishes his 
manicure. In boarding schools, this should be a shared responsibility of 
guidance and academic staff. 

Children at this level should be taught their part in keeping toilets clean 
and sanitary. It is important that children know that heavy paper or solid 
objects should not be put into toilets. 

Statements such as the following may be written on the chalkboard or a chart 
following discussions on proper use of toilet facilities: 

Newspapers clog toilets. 

Paper towels clog toilets. 

Combs and other things clog toilets. 


116 







HEALTH AND PHYSICAL FITNESS 


LEVEL TWO 


Goal 2: (Continued) 


Goal 3: Under supervision 
of the teacher, housekeeper, 
or matron, cares for minor 
cuts and wounds 


Goal 4: Reads the room 
thermometer to determine if 
the room is too warm or too 
cold 


Goal 5: Names and eats a 
variety of body-building 
foods 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 


Hair can clog a toilet. 

I keep our restroom clean. 

I sit down on the toilet seat. 

I flush the toilet clean after I use it. 

In restrooms where there are no urinals, boys should learn to raise the toi¬ 
let lid before using the toilet and put it down after using it. Boys should 
be taught to flush urinals to prevent unpleasant odors. 

The teacher may secure from the health division approved medicants, and keep 
them accessible for use when the child suffers minor cuts or wounds. It was 
suggested at Level One that children observe and help the teacher when he 
used these materials. Pupils at this level may be instructed to clean the 
cut or wound,and to avoid touching the part of the bandage that is applied 
directly to the wound. 

The child may be shown the mercury line on the thermometer and may observe 
how it goes up and down with the temperature. He may place the thermometer 
in the sun or on a window sill, and then in a space near a door, to note 
changes. He may place it on the floor and then on top of a cupboard or at 
the top rail of the chalkboard to see if there is any difference in the tem¬ 
perature. The teacher may show him the 70-degree mark on the thermometer 
and tell him the line should be at that place. Children may take turns 
checking the thermometer to see how near the mercury is to the 70-degree 
mark. 

Children may cut pictures of different kinds of food from old magazines. 

They may be guided in classifying them as fruits, vegetables, meats, and so 
on. 


117 


HEALTH AND PHYSICAL FITNESS 


LEVEL TWO 


Goal 5: (Continued) 


Goal 6: Knows how to set 
the table and handles knives, 
forks, and spoons adequately 
in eating 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 


The teacher should guide children in learning the kinds of food they need to 
eat to keep healthy and to grow. They may talk about their noon meal on the 
basis of its provision of needed foods. 

Children should be introduced to new foods in a manner that will create cur¬ 
iosity about them, and should be encouraged to eat new foods in small 
amounts in an attempt to develop a taste for them. 

The teacher may discuss with the group and demonstrate in the classroom the 
proper use of knives, forks, and spoons. 

Family-style dining provides an opportunity for children to practice setting 
a table, and to use silverware properly. If family-style dining is not a 
school practice, classroom parties can provide a suitable substitute. After 
a meal, the group may evaluate their handling of the table implements. Din¬ 
ing activities should be planned frequently to establish good habits and to 
develop confidence in a dining situation. 

The teacher should make family dining or dining practice a real learning 
situation. Plans should be made to go to the dining room to set the tables 
for the meal. The teacher should help children learn how to set the table 
properly. They will need to learn what to do in case they drop a knife, 
fork, or spoon on the floor. 

In clearing away the dishes, pupils should be shown how to scrape the dishes 
clean, and how to stack them. 

Sample Language Implications Related to this Goal 

I set the table for four people. 

I put the place mats on the table. 

I put the plates on the place mats. 

I put a knife and a spoon on the right side of each plate. 


118 



HEALTH AND PHYSICAL FITNESS 


LEVEL TWO 



EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 

Goal 6: (Continued) 

I put a fork and a napkin on the left side of each plate. 

I put a glass above each knife. 

The table looks neat. 

Goal 7: Knows his clothes 
must be kept neat and clean 

Children may be guided in discussing briefly how clean and neat clothing is 
helpful to them. The teacher may lead them to think of some responsibili¬ 
ties they can take for the cleanliness and neatness of their own clothing. 
Each child may tell how he helps to care for his clothing. 

A sewing kit or basket with needle, thread, and buttons may be kept in each 
classroom. Children may be encouraged to sew buttons on doll clothes and 
paint aprons before they sew them on their own clothes. The teacher may 
show them how to cross the threads, how many times to sew the thread through 
the holes in the button to fasten it securely, and how to fasten the thread 
to keep the button from coming off a garment. He may show the child how to 
place the button directly on the spot where it was before, how to hold it 
there, and how to sew it on. Boys as well as girls should learn to sew on 
the missing buttons from clothing. 

In a day school situation, children should be taught to keep their shoes 
polished. At first, a definite time may be set aside when all learn how to 
polish shoes properly. Later, this can be an activity the child does at his 
leisure time, or when other work is finished. 

The child will need to learn how to clean dirt and mud from his shoes, how 
to put on a thin coating of polish, and how to brush the shoes until the 
polish shines. 

Goal 8: Begins to take 
care of his own clothes 

Some activities to be carried out might be: 

1. Having the children tell some of the things they do to take care of 
their clothes. 


119 


HEALTH AND PHYSICAL FITNESS 


LEVEL TWO 


Goal 8: (Continued) 


Goal 9: Knows that he does 
not visit friends who are ill 
but shows sympathy in other 
ways 


Goal 10: Begins to realize 
how the community safeguards 
health 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 

2. Making a chart listing the important things they do to care for 
their clothes. 

3. Making a scrapbook of the things their mothers and instructional 
aids do to help them take care of their clothes. 

4. Finding pictures of other children taking care of their clothes. 

Children should know that a sick person should be put to bed and be kept as 
quiet as possible. For this reason, and because he may have something 
catching, his friends should not visit him. 

To show their sympathy, children may write individual letters to a sick 
friend or make greeting cards to send him. A few each day would be better 
than a great many one day and none for a long period. Group letters which 
contain interesting news items may be written and illustrated. 

For a girl, the children may make paper dolls, or send a doll and doll 
clothes they have made. Colorful pictures may be put into a scrapbook for 
patients or sent unmounted with paste for mounting. 

The children may make the patient a checkerboard or a toy, or send him puz¬ 
zles they have made by cutting and mounting colorful pictures. 

Children may make the patient a bedside bag for his things and put into it 
little things they know he will enjoy; such as, a pencil, notebook or pad, 
or a little mirror. 

Children at this level should begin to realize that good community health is 
the result of the cooperative efforts of the people, but that there are some 
who devote their full time and efforts to the problem. Pupils may: 

1. Learn the names of the health workers of their community. 

2. Tell what each does for the community. 


120 


HEALTH AND PHYSICAL FITNESS 


LEVEL TWO 


Goal 10: (Continued) 


Goal 11: Begins to develop 
an understanding of how 
doctors, dentists, and 
nurses can help him 


Goal 12: Realizes that food, 
sleep, rest, and play- 
influence growth 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 

3. Visit the health department. 

4. Visit a hospital. 

5. Tell what the doctor, nurse, and dentist do for community health. 

6. Discuss the care of the common cold. 

7. Visit a food store, dairy, and waterworks to learn how they protect 
health. 

8. Draw or find pictures of people working together for cleanliness and 
orderliness of the home and community. 

9. Read stories about these community workers. 

10. View films of what other communities (large and small) do to become 
healthy and attractive places. 

The teacher may guide children in thinking through some ways that the doctor, 
the dentist, and the nurse each help them. Pupils may be encouraged to dis¬ 
cuss one or more of their own experiences when they were helped by the doc¬ 
tor, the dentist, or the nurse. 

Committees may devise some simple role-playing situations; such as, a child 
visiting the dentist or the nurse, showing how the nurse helps him, and dem¬ 
onstrating his obligations to the nurse or dentist. The school nurse or 
doctor may be invited to view the role playing and to talk with the children. 

Appropriate films and filmstrips may be used to reinforce understanding of 
some of the services received from medical workers. 

Children at this level should be helped to understand why it is important to 
get enough sleep at night. They need to understand the importance of rest 
during an illness and afterward, and of relaxing after a meal. They need to 
learn to slow down before bedtime. Some activities related to this accom¬ 
plishment are: 

1. Having the children tell how much time they sleep and rest. 

2. Keeping weight and height record. 


121 


HEALTH AND PHYSICAL FITNESS 


LEVEL TWO 


Goal 12: (Continued) 


Goal 13: Practices safety 
in using baseball bats, 
ropes and lariats, swings, 
and other play equipment 


Goal 14: Practices safety 
in using matches 


Goal 15: Carefully handles 
breakable materials such as 
room thermometers, dishes, 
and vases 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 

3. Showing educational films on the subject. 

4. Discussing the films. 

5. Interviewing the school nurse and doctors regarding sleep and rest. 

Children should become aware of the danger of swinging bats when others are 
near. They should be taught to watch out for other children. The teacher 
should show pupils how to grip a bat firmly so it won't fly out of their 
hands, and to stand at a safe distance when others are batting. Children 
need to be taught safe handling or use of ropes, lariats, swings, and other 
play equipment. 

When an accident occurs during the use of play equipment, the teacher should 
help the child analyze the situation to see if it could have been avoided 
and to plan for better use of play equipment. 

The desire to handle matches should be utilized constructively. Children 
should be shown how to strike a match without danger of burning themselves 
and how to extinguish it before throwing it away. They need to learn that 
matches should be used for helpful purposes, only. The purposes for which 
matches might be used in the classroom may be discussed. 

If there are no opportunities for the child to use matches in the classroom, 
situations may be created to teach him how to handle matches. Lighting the 
candles on a birthday cake provides a purposeful situation. 

If a child finds a match on the playground, he should be taught to bring it 
into the classroom. He should understand that for his safety, he should use 
matches only under the supervision of an adult. 

When the child has occasion to handle breakable materials, such as a ther¬ 
mometer, dishes, vases, or records, he should be taught how to handle each 
properly. 


122 


HEALTH AND PHYSICAL FITNESS 


LEVEL TWO 



EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 

Goal 15: (Continued) 

He should be shown how to grasp a vase firmly, or if it is large, to carry 
it with both hands; how to pick up and hold room thermometers; how to place 
the needle on a record without scratching it. When things are broken 
through carelessness, the teacher may discuss with the group how to prevent 
a recurrence of the accident. 

Goal 16: Develops proper 
body alignment by strength¬ 
ening back, shoulder, 
abdominal, leg, and foot 
muscles 

Games should be included which provide for development of all the muscles 
rather than a few set? of muscles. Experience should be provided in climb¬ 
ing, running, jumping, pushing, stooping, and hanging. Some games that 
develop the total muscle groups are Back-to-Back, Big Black Bear, Spider and 
Flies. 

Goal 17: Begins to express 
himself in dramatic play 

Story plays and mimetics are imitative movements which may help children 
develop muscularly. A child may act the part of a merchant, teacher, farmer, 
or soldier, as the play demands. The use of dramatic play as a motivating 
force may help children learn basic neuro-muscular patterns of walking, 
marching, lifting, and pulling. 

Goal 18: Cooperates in 
folk games 

Folk games are valuable during the early years of a child's life because 
very little skill is needed and they give training in rhythm. Folk games 
may well be correlated with similar music activities with emphasis being 
placed on rhythm and movement. 

Examples are: London Bridge, Farmer in the Dell, and Mary Had a Little 

Lamb. 

Goal 19: Learns to be a 
responsible rider in cars, 
buses, and pickups 

Some children may dramatize bus safety situations such as problems of the 
careless pedestrian who crosses the street in the middle of the block or 
steps unexpectedly into the intersection without watching for turning cars, 
while others practice sitting quietly and silently as the "driver" responds 
to the situation. 


123 










HEALTH AND PHYSICAL FITNESS 


LEVEL 1V0 


Goal 19: (Continued) 


Goal 20: Understands his 
responsibility in cooperat¬ 
ing with school patrol, 
traffic officials and 
traffic signals 


Goal 21: Understands and 
respects safety rules for 
swimming and boating 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 


Pupils may practice climbing into a make-believe car or bus, going to a seat, 
and fastening a seat belt. 

They may practice talking to friends in a soft voice so the driver can be 
easily heard. 

Bus safety films should be shown. 

The teacher may develop a safety-centered unit in the classroom with chil¬ 
dren being rotated in responsible positions. Information gained from the 
unit should be applied on the playground and at regular school and street 
crossings. 

A traffic officer or policeman may talk to the children concerning preven¬ 
tion of injuries or loss of life through attention to safety. 

Areas of emphasis may be for children to learn to: 

1. Hike or swim with an adult. 

2. Observe water safety rules. 

3. Take precautions against sunburn. 

4. Watch for broken glass when wading. 


124 


HEALTH AND PHYSICAL FITNESS 

LEVEL THREE 


HEALTH AND PHYSICAL FITNESS 


Goal 1: Knows how to take 
a bath using available 
facilities 


Goal 2: Knows how to keep 
his head clean 


LEVEL TEL.EE 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 


The child should learn to take a bath using facilities available, such as, 
shower, tub, or basin. In taking a shower, he should learn to use a reason¬ 
able amount of water. If the hair is to be washed, it should be done first.. 
After washing long hair, it should be tied or pinned up to keep the wet hair 
from touching the body. Some children still may need to learn to turn on a 
small amount of water to wet the body; to turn the shower down while they 
soap the body well (especially elbows, neck, knees, and feet); to scrub the 
body with a washcloth; and after the body has been washed thoroughly, to 
step under the shower to rinse the soap off. Standing under the shower 
while soaping and scrubbing should be discouraged as this is a waste of both 
soap and water. Children should learn to take enough time to get clean but 
not to loiter in the bath; to keep the soap out of running water while tak¬ 
ing the shower; and to put it where it will drain and dry after use. 

The toenails should be cut after the bath. It is important to the comfort 
and health of the child that proper care be given his feet. An approved way 
of cutting toenails should be demonstrated. This would include cutting nail 
straight across with sharp scissors. Diagrams may be used to show this 
method. Pictures illustrating the proper way of cutting toenails may be 
used. 

Accomplishment of this skill in boarding schools is primarily the responsi¬ 
bility of the guidance staff, but needs the cooperation of the classroom 
teacher. 

Children need to learn that clean hair is necessary to good health and 
pleasing appearance. To have hair looking clean and neat, it should be 
washed regularly with warm water and a good shampoo or soap. Rinsing the 
hair in a solution of one-half cup of vinegar to a quart of water makes the 
hair soft. The use of sprayed insecticides helps to keep the lice under 
control. If insecticides are used, the eyes must be well covered. Hair 
should be brushed well each day to keep the scalp and hair clean. 


126 


HEALTH AND PHYSICAL FITNESS 


LEVEL THREE 


Goal 2: (Continued) 


Goal 3: Combs his hair 


Goal 4: Uses available 
facilities properly; reports 
when toilet is out of order; 
observes "Out-of-Order" 
signs 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 


The children may observe nits under a magnifying glass to see how tightly 
they stick to the hair. 

In boarding schools, dormitory personnel will assume major responsibility 
for keeping children’s hair clean. Academic teachers should discuss with 
the children the importance of clean hair, and reinforce training and learn¬ 
ing children acquire in the dormitory. 

A mirror and individual combs may be provided to help children learn to comb 
their hair and to encourage them to do so. The teacher may demonstrate 
combing the hair of one child. A child may practice combing another child's 
hair, and then practice combing his own hair before a mirror while other 
children watch. 

The teacher should commend the child when he keeps his hair combed well. 

The use of a moderate amount of water to help the hair stay in place is 
desirable and is in no way harmful. 

Children may check the appearance of their hair daily by using a mirror. As 
the year progresses, they should assume more responsibility for the care of 
their hair. 

At previous levels, the child was taught to use and flush toilets, and that 
heavy and solid things should not be put into the toilet. At this level, 
the child should assume responsibility for reporting when toilets are out of 
order and to observe "Out-of-Order" signs. It might be fitting to stress 
the reading of signs. 

Dormitory personnel may assist in the supervision of toilets, and in giving 
private instruction in necessary cases. 


127 


HEALTH AND PHYSICAL FITNESS 


LEVEL THREE 



EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 

Goal 4: (Continued) 

Children should be taught to check to see if the toilet is flushed; or if a 
pit toilet is used, to see that the excreta is covered with sand or ashes 
provided for the purpose, and that the lid is dropped. When no toilet is 
available, the child should learn to cover excreta. 

Since many children come from homes having outdoor toilets, they should know 
certain sanitary measures concerning them. This would include knowing that 
outdoor toilets should be placed at some distance and at a lower level than 
the house, and that pits of outdoor toilets should be deep. A diagram may 
be used to show this. 

Children should know how to eliminate flies. This may be done by covering 
the seats with wooden lids or boards, spreading wood ashes in the pits, cov¬ 
ering window openings with screens, and spraying with DDT. 

Sample Language Implications Related to this Goal 

Please get the plumber. 

The toilet’s not working. 

The water won't go down the sink. 

Don't go in there. It says, "Out of Order." 

Goal 5: Reports to the 
teacher or dormitory 
assistant when he needs 
medical or dental treatment 

Children should be encouraged to report when they do not feel well. Serious 
illness sometimes may be prevented if reports of symptoms are given in time. 
Children should be encouraged to describe these symptoms as clearly as pos¬ 
sible so that the teacher can give this information to the nurse or doctor. 
They should tell if they: are feeling hot, have a headache, are dizzy, or 
have pains about any part of the body. 

Goal 6: Knows what to do 
when he has a cold 

Children should know colds spread quickly, and that if one child is ill, 
others may become ill, too, unless they are careful. Through simple reading 
material, pictures, films, filmstrips, and discussion, children and teacher 
may formulate a set of rules about colds; such as. If you have a cold: 


128 




HEALTH AND PHYSICAL FITNESS 


LEVEL THREE 


Goal 6: (Continued) 


Goal 7: Knows something 
about other common communi¬ 
cable diseases and their 
control 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 

1. Cover your nose or mouth when you sneeze. 

2. Use tissues and put them in a bag so they can be burned. 

3. Wash your hands after you have used tissues. 

4. Stay away from other people. 

5. Drink plenty of fruit juice and water. 

6. Blow your nose very gently and blow both sides at the same time. 

Demonstrations of as many rules as possible should be made in the classroom. 

Children should be taught how to guard against taking colds as well as what 
to do when they have a cold. Following the same techniques as stated above, 
another set of rules could be formulated: How I Can Keep from Catching 
Colds : 

1. I will stay away from people who have colds. 

2. In cold weather, I will wear a coat and cap or a scarf to school and 
when I play outside. 

3. I will drink plenty of water and fruit juice. 

4. I will play out-of-doors in the fresh air and sunshine. 

5. I will sleep many hours. 

6. I will wash my hands before I touch food. 

Children at this level should be come aware of some common diseases and 
means of controlling them. The following activities may lead them to these 
understandings. Children may: 

1. Tell the class about experiences with doctors and nurses. 

2. Discuss visits to the school clinic. 

3. Learn something of the common types of communicable diseases, such as 
colds, measles, mumps, and chicken pox. 

4. Dramatize what the doctor and nurse do to help them. 

5. Discuss ways to prevent the spread of diseases. 


129 




HEALTH AND PHYSICAL FITNESS 


LEVEL THREE 


Goal 7: (Continued) 


Goal 8: Recognizes that 
sleep and rest are necessary 
for growth, prevention of 
disease, and for renewed 
energy 


Goal 9: Learns that care 
and size of shoes are 
related to foot health 


Goal 10: Knows that he 
should eat many kinds and 
colors of foods 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 


6. Ask the school nurse to visit the class and explain how she keeps 
records of immunization. 

7. Make a chart illustrating ways to prevent the spreading of common 
diseases. 

By the time the child reaches this level, he should realize that children 
need more sleep than adults; that sufficient sleep promotes growth; and that 
rest is needed to overcome fatigue. 

He should begin to assume some responsibility for a regular bedtime and to 
rest after strenuous play and exercise. 

He should be led to understand that insufficient sleep may cause irritabi¬ 
lity, and that rest periods are necessary after strenuous exercise. 

Children need to learn that shoes that are properly dried after being wet, 
and are greased or polished, not only look better but also are more comfort¬ 
able to wear, and last longer. They may talk about wet shoes being uncom¬ 
fortable and wet feet making one susceptible to colds. 

The teacher should help children learn that for comfort and for proper 
growth, it is necessary that they wear shoes that fit them correctly. 

A liking for new foods may be developed if they are served in varied, .arid 
attractive ways. Children should be encouraged to eat a little of each kind 
of food served, but should not be forced to eat a new food, for it may tend 
only to emphasize their dislikes. 

Children may be encouraged to eat foods that are new and strange by being 
served small portions at parties. Their attention may be directed to the 
fun and not the food. Children should have the experience of planning the 
party menu as well as serving the food, and of being hosts or hostesses. 


130 


HE-VDl AND PHYSICAL FITNESS 


LEVEL THREE 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 


Goa! LO: (Continued) 


Goal 11: Washes fruits 
aim vegetables before 
eating 


A small garden provides actual experience in observing vegetables grow and 
finding out all the parts of vegetables that are good to eat. Since differ¬ 
ent crops are raised in different areas, it would be fitting to teach enough 
about local plants and field crops that the child might easily name and 
recognize such plants. 

Children may classify foods by colors and determine the varieties they are 
served in the dining room. Children may be encouraged to bring in native 
foods and to cook and serve them. The importance of the Basic Four Food 
Groups should be stressed in relation to nutrition, correct elimination, and 
general bodily functions. Children may use cut-out pictures of foods to 

make charts illustrating the Four Basic Groups of a good breakfast, a good 

dinner, and a good supper. Models of foods may be made from clay, papier 
rcache, or salt and flour. A play store which handles food may be used. 

Children have been taught to wash their hands before meals to keep from con¬ 

taminating their food. They should know that dirt and germs settle on fruit 
and vegetables also, and that they need washing. 

Children may wash apples or other fruit for a party, carrots or other vege¬ 
tables for a late afternoon lunch or for a picnic. 


Children may learn to wash vegetables such as tomatoes and celery under a 
small stream or spray; to wash potatoes, carrots or other vegetables with 
soil adhering to them with a brush. 

Go'1 2: Kncvs and practices Children at this level should understand school traffic rules and should 

common safety nd traffic take some responsibility in helping younger children observe them. These 

rules rules may include: 


1. Keeping to the right. 

2. Observing safety practices in the use of gates and sidewalks. 

3. Walking facing traffic in order to see the approaching cars. 


131 


HEALTH AND PHYSICAL FITNESS 


LEVEL THREE 



EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 

Goal 12: (Continued) 

4. Using a flashlight or wearing something white when walking along a 
road at night. 

The teacher may invite a traffic officer to talk to the children about trar 
fic signs, such as Keep to the Right, Stop, Railroad Crossing, Curve Ahead, 
Men at Work. Road signs may be made at school and placed where needed. 
Children may take turns directing traffic in the halls. 

Children should learn that holes in the ground, rusty nails, old cans, and 
bits of glass are safety hazards which should be reported to the teacher. 

Children may make a road of papier mache or other material, putting in haz¬ 
ards and appropriate signs. 

Pupils should know that wagons should have lanterns, red reflector , or 
other warning signals when used at night. 

The class may take a trip to see how many road signs can be found. If pos¬ 
sible, children should have the experience of crossing streets at intersec¬ 
tions with traffic lights. Getting on and off the school bus properly 
should be stressed. 

Goal 13: Prevents fires 
by taking proper care of 
oily dust cloths, shoe- 
shining cloths, or cloths 
used for waxing 

By striking a match to a small piece of oiled or waxed cloth in a metri con' 
tainer, the teacher may demonstrate how readily cloth with oil or wax burns 
He should explain to the children that oily cloths may get hot and start 
burning if they are put away in a closet or storeroom. If cleanin cloths 
are plentiful, they should be burned after use. If not, they should be 
washed, dried, and put away. Dust cloths or shoe-shining cloths mav be 
washed in hot, soapy water. 


132 






HEALTH AND PHYSICAL FITNESS 


LEVEL THREE 


Coal 14: Does posture 
exercises 


Goal 15: Refines natural 
rhythmic play such as clap, 
run, march, jump, skip, hop, 
and sway 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 


Helpful exercises for the pupil in learning correct posture are: 

1. Lie on the back on the floor. Try to lessen the distance between 
spine and floor. 

2. Stand with hips and shoulders touching a wall; after correcting pos¬ 
ture, walk around the room holding correct form. 

3. Do corrective calisthenics: sit-up, leg-lift, knee-bends, push-ups, 
and pull-ups. 

When children have maintained a fixed position over a period of time, it is 
advisable to give relief by changing activities. Such activities may 
include natural rhythmic movements which are valuable in providing an outlet 
for nervous energy. Some of the simpler ones are: 

1. Clapping hands, using 3/4, 4/4, 2/4, and 6/8 time, accenting strong 
counts. 

2. Marching 4/4 time. 

3. Skipping 4/4 or 6/8 time (keeping knees high). 

4. Bouncing a ball, using 2/4, 4/4, or 6/8 time. 

5. "Riding a bicycle" in 4/4 time (run in one place, raising knees 
high). 

The teacher should feel free to change activities at any time he thinks a 
change is needed. 


133 


HEALTH AND PHYSICAL FITNESS 


LEVEL THREE 


Goal 16: Carries out 
dramatic play 


Goal 17: Performs the fol¬ 
lowing basic skills: catching 
and throwing; running to a 
given mark and back; hopping 
on either foot; skipping using 
both feet; jumping using both 
feet; walking successfully on 
a low ledge; walking, running, 
galloping, and skipping to 
music; rolling, rolling over, 
or hanging properly on climb¬ 
ing apparatus and low horizon¬ 
tal bars 

Goal 18: Does folk dances 
well 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 


The purpose of this goal is to develop muscular coordination, as well as to 
give enjoyment. The actions involved should be purely dramatic and no mate¬ 
rial or equipment is needed. The children should be encouraged to use their 
imagination. Playing cowboys is an example of dramatic play that most chil¬ 
dren do naturally. The steps may include lassoing a pony, twirling a rope 
around the head, throwing the rope, galloping on a pony. The "horse" may 
then get tired and stop to breathe deeply. Other forms of dramatic play may 
be developed around washing clothes , policemen , modes of travel . 

A number of physical activities have a stunt quality: they appear to say 
"Can you do this?" In this respect they challenge the individual to test 
himself, and therefore, they have been designated self-testing. 

In checking performance on basic skills, achievement charts may be used to 
check off activities as they are mastered. 


The children’s past experiences will determine the folk dances to be taught, 
at this level. In the beginning the teacher should choose simple dances 
that the children seem to enjoy. It may be well to start with singing games 
to develop some of the principal rhythmic steps. Examples of singing games 
are: 

The Thread Follows the Needle 

Captain Jinks 

How Do You Do, My Partner . 


134 








HEALTH AND PHYSICAL FITNESS 


LEVEL THREE 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 


Coal 18: (Continued) Some of the easier folk dances are: 

Shoemaker's Dance 

I See You 

Pop Goes the Weasel . 

The teacher himself should have thoroughly in mind the dance or game that is 
to be taught. Social Indian dances also may be used to advantage. 

Goal 19: Chooses games for At this level, if children have been taught a sufficient number of games, 
the group they should begin to develop some choice as to games they like best. The 

teacher should encourage individuals by asking them, "What games would you 
like to play when you go to the playground today?" Before going out, 
teacher and pupils should decide upon the formation of groups and the place 
where the game is to be played, * Promptness in getting into places should be 
encouraged. Suggested outdoor games for this level are: 

Cat and Ra t Follow the Leader 

Double Circle Run Rabbit Run 

Wood Tag Three Deep 

Drop the Handkerchief 

Each teacher who is responsible for the physical education of his pupils 
should have available at least one good book on games. Suggested books may 
be found in the reference list. 

Most playgrounds are provided with slides, ladders, and bars. Some children 
may need encouragement to use this equipment. The safe use of playground 
equipment should be discussed frequently during planning and evaluating per¬ 
iods. Much can be done to develop among older children the habit of helping 
smaller children. 


135 












HEALTH AND PHYSICAL FITNESS 


LEVEL THREE 


Goal 20: Knows the meaning 
of common traffic signs 


Goal 21: Knows how to play 
safely in and near water 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 


Children may find out the meaning of traffic signs with these shapes: 



A policeman may be invited to tell how he checks traffic. 

Water safety practices which were learned at previous levels should be inven¬ 
toried and reviewed. 

When need arises for children to practice water safety, rules should be 
stressed, and behavior evaluated. 


136 




BIBLIOGRAPHY 


BOOKS 

1. Grout, Ruth E. Health Teaching in Schools . Fourth edition. Philadelphia: W. B. Saunders Company, 

1963. 

2. Hutchinson, John L. (ed.). Leisure and the Schools . Yearbook of American Association for Health, Phy¬ 

sical Education, and Recreation. Washington: National Education Association, 1961. 

3. Leaf, Munro. Safety Can Be Fun . Revised edition. Philadelphia: J. B. Lippincott Company, 1961. 

4. Litell, Barbara. Elementary School Physical Education Program (Kindergarten Through Grade 6). New 

Yoru: Vantage Press, 1965. 

5. MacDonald, Golden. Red Light, Green Light . Garden City, New York: Doubleday and Company, Incorporated, 

1944. 

6. Schneider, Elsa (ed.). Physical Education in Small Schools with Suggestions Relating to Health and 

Recreation . Fourth edition. Washington: The Department of Rural Education and the American Associa¬ 
tion for Health, Physical Education, and Recreation; National Education Association, 1963. 

7. Youth Physical Fitness: Suggested Elements of a School-Centered Program . Parts One and Two. Presi¬ 

dent's Council on Youth Fitness. Washington: U. S. Government Printing Office, July 1961. 

FILMS 

8. Dental Health How and Why . 10 min., 16mm., sound, color. American Dental Association. Available from 

Servicewide Film Library. 


137 











SCIENCE 

LEVEL TWO 



SCIENCE 


LEVEL TWO 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 


Goal 1: Is able to identify 
man}.' of the plants and ani- 
roaLs common to the environ¬ 
ment 

Pupils should be assisted in looking in books for pictures and names of 
unfamiliar birds. Sometimes they may consult their parents or other adults 
to help them with the naming of birds. Pupils may make a chart entitled 
Birds We Know , using pictures they have cut from magazines. Children may 
bring insects common to the community. They should be shown how to handle 
such live creatures humanely. Pupils may observe the insects and find out 
what they eat. If some of the children are interested, they may make and 
illustrate booklets describing the characteristic habits of the insects. 

Some reading charts may grow out of this activity. 

An exhibit of the insects collected, appropriately labeled and displayed in 
the classroom, is interesting to children of this age and provides opportu¬ 
nity for continued observation and use of English. 

Trips may be taken around the school grounds and adjacent area to locate 
trees and observe such characteristics as kind of leaves and bark, and shape 
of tree. 

Pupils may make a picture map on which the trees are located in their proper 
places. The child may observe each tree to see if there are others like it 
near his home or on the bus route. 

Children may collect leaves from the different trees and press and mount 
them in a booklet or on a chart beside an illustration of the tree from 
which they came. 


Children may be encouraged to look for birds on the way to and from school 
and to describe them to the class. They may tell the class where they saw 
the bird and what it was doing. Other children may look for pictures of 
birds they have observed. 


139 



SCIENCE 


LEVEL TWO 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 


Goal 2: Knows that man 
depends on plants and 
animals 


Goal 3: Develops an atti¬ 
tude of kindness and 
respect for living things 


Many children at an early age have a variety of experiences with plants and 
animals. These experiences may be enlarged upon by caring for a classroom 
pet, caring for plants in the classroom or in a small garden, or by visiting 
a farm, dairy, or ranch. 


Pictures and stories about work animals may be used. At this level the con¬ 
cept of conservation may be introduced by using bird feeders, visiting a 
fish hatchery, and talking about forest preservation. 

A school menu may be displayed in pictures showing the plants and animals 
from which the food comes. Children may have tasting parties using differ¬ 
ent foods. 


Sample Language Implications Related to this Goal 

Animals help us. 

They give us food. 

They give us wool for clothes. 

They work for us. 

Animals are fun. 

It's fun to play with pets. 

It’s fun to ride a horse. 

The teacher may guide the children in: 

1. Building a bird feeder and a bird house. 

2. Visiting a wildlife refuge and sanctuary. 

3. Keeping classroom pets and caring for them. 

4. Visiting a national forest or park and observing how the plants and 
animals are protected. 

Children who have owned pets may tell how to care for them properly. 


140 



SCIENCE 


LEVEL TWO 


Goal 4: Understands some¬ 
thing of how new plants are 
produced 


Goal 5: Knows that the sun, 
water, and food cause living 
things to grow 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 


Pupils may plant seeds inside glass jars near the side so that growth can be 
observed. They may help with planting seeds in a garden. A record may be 
kept of time it takes the seed to sprout and grow. 

A cutting from a rose, a begonia, or any plant that will reproduce from a 
cutting may be planted in soil and its growth observed. Pupils may make 
cuttings from plants that grow from seeds to see if any of them will grow 
from cuttings, too. 

Bulbs may be planted. 

After projects have been completed in which plants have been grown from 
seeds, cuttings, and bulbs, children may be led to generalize concerning the 
growth of plants. 

Children may grow a plant as a gift for a friend or relative and observe the 
growth of the plant. 

They may make a chart showing a plant's life cycle, using a real plant as a 
model, and observing it from seed to maturity. 

An experiment with plants may be performed in which one plant is kept in the 
dark; one is planted in sawdust; one is not watered; and one is planted in 
good soil and given water and sunshine. After such an experiment, pupils 
may summarize in a sentence or two what was done to each plant and what hap¬ 
pened. Further observations may have to be made to verify conclusions. The 
children, with the help of the teacher, may consult science readers to check 
conclusions. 

Through discussion and questions, the teacher may draw from the child a list 
of things an animal must have to keep alive. Pupils may make pictures of 
pets eating, sunning, or drinking. They may be able to write short 


141 


SCIENCE 


LEVEL TWO 


Goal 5: (Continued) 


Goal 6: Knows that weather 
affects people in the way 
they dress, work, and play 


Goal 7: Knows that the 
earth is round and that 
it is very large 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 


sentences about the pictures. Children may refer to simple science books to 
find information about the care of pets. 

In the fall, children may observe animals native to their community to see 
what they are doing. The group may keep a diary of the observations. When 
a child makes a particular observation - such as that of a squirrel carrying 
nuts, or the fur on a rabbit getting heavier, or a snake going into a hole - 
he may tell the group about it. 

Pupils may refer to science readers and to pictures of animals getting ready 
for winter. They may discuss the information they find, and observe care¬ 
fully to see if they can find animals actually doing this. At the close of 
the season all the findings may be summarized by making science charts and 
classroom movies. 

Children have been reacting to air, water, and weather throughout their 
lives. Everyday events can be scientifically explained: air is everywhere; 
clouds, dust and smoke are in the air; water goes into the air; water comes 
out of the air when it rains, snows, or hails; cold makes water freeze, heat 
makes ice melt; thermometers have many uses; weather reports help us. 

The teacher should capitalize upon the weather as it changes, to develop the 
concept that changes in the weather do affect the type of clothing people 
wear; what kind of work they do, and when they do it; and where and how they 
play. 

The children may visit a hilltop or open space to observe places or objects 
that are near or that are far away. The teacher may guide children in 
developing the concept that they are only a small part of the large earth. 
Spontaneous behavior and conversation may give insight into the concepts the 
children have already developed. 


142 


SCIENCE 


LEVEL TWO 



EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 

Goal 7: (Continued) 

Pictures of astronauts walking in space with the contour of the earth in the 
background may be shown to help develop an understanding that the earth is 
round. 

A globe should be used to help children understand the shape of the earth. 

Goal 8: Knows that the 
source of heat and light 
is the sun 

The children may be encouraged to tell of experiences with light and heat 
from the sun; such as, feeling the heat and the glare on a bright day, get¬ 
ting very thirsty, or seeing plants wilting for want of water. Various 
objects may be placed in the sun and in the shade to learn which become warm 
and which remain cold. The concept of night and day should be extended. 

Goal 9: Knows something of 
the use of electricity in 
the home, school, and 
community 

The teacher may use children's knowledge of electric lights, electric fans, 
electric heaters, electric irons, and other electrical items to extend con¬ 
cepts of the use of electricity in the community. 

Goal 10: Knows that man 
is exploring outer space 

Use of radio, television, and pictures from magazines and newspapers may aid 
in furthering the interest children quickly develop in space travel. They 
may look at pictures of astronauts, satellites, and rocket ships. Toy air¬ 
planes, rockets, and space ships may be used in constructing a miniature 
rocket base and launching site. 

Goal 11: Understands how 
the lever is a time saver 
and a helper 

Children may conduct a search for levers by looking around in the schoolroom 
or building, outside the school, or in their homes. Many tools that are 
levers or combinations of levers could be brought to the classroom for the 
children to talk about. 


Experiments with the playground seesaw may be performed to help pupils see 
that a lever makes work easier. 


143 


SCIENCE 

LEVEL THREE 


SCIENCE 


LEVEL THREE 


Goal 1: Gains a basic 
understanding of the solar 
system and of man's explora¬ 
tion of outer space 


Goal 2: Learns something 
about clothing materials, 
both native and commercial, 
and how they are produced 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 


Children may speculate on what they think the sun is like. From this specu¬ 
lation, the teacher may help them develop an understanding of some facts 
about the sun. 

A flashlight and moving globe may be used to demonstrate day and night. 

Mobile planets may be assembled from available materials such as papier 
mache, styrofoam, or rubber balls. A concept of the moon may be developed 
in a similar way. 

Children may read comics, view television, or listen to radio stories about 
space travel or man's attempt to explore space. Such information may be 
used by the teacher to introduce scientific concepts about space. 

Children of this level are naturally curious about many things. The cloth¬ 
ing they wear may furnish an incentive to find out how they get various 
kinds of clothing materials. If possible, wool may be secured to be carded, 
spun, and twisted into thread. Children may read stories about sheep and 
learn what is done with the wool. 

Pupils may exchange letters and raw materials with children of other regions. 

Visual aids may be used to show the relation between the cotton clothing 
worn by the children and the cotton plant. 

Children may be guided in the following activities: 

1. Reading about the silkworm and growing some to learn how silk is 
produced 

2. Collecting pictures of various kinds of clothing and classifying 
them 

3. Collecting and identifying samples of kinds of clothing commonly 
worn by the children 


145 


SCIENCE 


LEVEL THREE 


Goal 2: (Continued) 


Goal 3: Knows that magnet¬ 
ism, heat, light, electri¬ 
city, and sound are forms of 
energy 


Goal 4: Knows that science 
has affected the way people 
live and travel today, and 
how knowledge of science is 
making life better 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 

4. Burning threads from wool, cotton, and a synthetic material to 
determine what happens when they are burned 

5. Finding out what shoes are made of, and determining the source of 
the materials. 

Sample Language Implications Related to this Goal 
Our clothes are made of different materials. 


shirt is made of cotton. Cotton comes from a plant. 


jacket is made of wool. Wool comes from sheep. 


scarf is made of silk. Silk comes from the cocoon of a silkworm. 


blouse is made of nylon. Nylon is made in factories. 


Children may do experiments with magnets to find out what materials they 
will attract. An electric magnet may be constructed. A dry-cell battery 
may be used to ring a bell. 

A tuning fork may be used to illustrate sound vibrations. 

Pupils may perform experiments to produce heat by rubbing sticks together 
and by focusing sunlight with a lens. 

An understanding should be developed that man always has made use of his 
environment to make a living. Pupils may investigate the way of life of 
their ancestors - the tools they used, the way they traveled, the foods they 
ate, their kinds of shelters - to compare them with modern lifeways of their 
own people and others. They may be led to discover what part science has 
played in making the changes. Such an activity could be purposefully inte¬ 
grated with a social-studies-centered unit. 


Name 

s 


Name 

s 


Name 

s 


Name 

s 


146 










SCIENCE 


LEVEL THREE 



EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 

Goal 4: (Continued) 

Children may be guided in generalizing that each generation leaves some new 
and different materials, ideas, and ways of doing things that make signifi¬ 
cant changes in the way their progeny live. 

Goal 5: Extends knowledge 
about the surface of the 
earth - plains, mountains, 
deserts, oceans, lakes, and 
rivers 

Children should develop the concept that the earth is big enough for moun¬ 
tains, deserts, plains, forests, farm lands, oceans, lakes, rivers and 
streams. The teacher should capitalize on the fact that some of the pupils 
may have seen many of these. 

Objects and pictures may be collected for a science center in the classroom 

Children may perform experiments to show the processes of erosion. 

Goal 6: Understands some 
of the ways conservation 
can be practiced 

Children may visit a dam, reservoir, or wildlife conservation project. 

Pupils may become aware of the many uses of water and its importance to liv- 
ing things. 

Goal 7: Acquires some 
understanding of how 
plants get food 

Children have been taught that most animals care for their young. Now they 
may learn how different plants care for their seeds. They may observe pump¬ 
kins, melons, or apples to see how the seeds are protected, and examine 
beans and corn to perceive how the tiny plant in the seed is protected. 
Pinons and hickory nuts may be inspected to note how the seeds are 
safeguarded. 

Pupils should be led to determine that adult plants provide enough food for 
the baby plants to start to grow and that a seed has food for the plant 
until it grows leaves; a bulb has food until the plant starts. 

Goal 8: Knows the six 
simple machines and acquires 
some understanding of how 
they make work easier 

A machine such as a wagon may be used to show how a wheel and axle work to 
carry a heavy load. 

Use of a seesaw, nut cracker, or fishing pole may demonstrate how a lever 

147 


SCIENCE 


LEVEL THREE 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 

Goal 8: (Continued) facilitates work. 

A saw, nail in a board, or chisel may be used to demonstrate a wedge. 

A wood or metal screw, drill bit, nut and bolt, and spring are good exam¬ 
ples of the screw as a simple machine. 

Rolling a barrel up a ramp exemplifies an inclined plane. A road going up 
a hill is another example of an inclined plane. 

Examples of a pulley are a block and tackle, or a reel-type clothesline. 

Pupils may investigate ways Indians carried loads when they traveled from 
one area to another. 


148 


BIBLIOGRAPHY 


BOOKS 

1. Blough, Glenn 0., and Julius Schwartz. Elementary School Science and How To Teach It . Third edition. 

New York: Holt, Rinehart, and Winston, Incorporated, 1964. 

2. Burns, William A. Man and His Tools . New York: McGraw-Hill Book Company, 1956. 

3. Krauss, Ruth. The Carrot Seed . Evanston, Illinois: Harper and Row Publishers, El-Hi Division, 1945. 

4. Lenski, Lois. Spring Is Here . New York: Henry Z. Walck, Incorporated, 1945. 

5. Parker, Bertha. Basic Science Education Series . Revised edition. 25 volumes for primary grades. 

Evanston, Illinois: Harper and Row Publishers, El-Hi Division, 1959-1965. 

6. _. Toys . Evanston, Illinois: Harper and Row Publishers, El-Hi Division, 1959. 

7. Podendorf, Ilia. The True Book of Plant Experiments . Chicago: Childrens Press, Incorporated, 1960. 

8. Schneider, Nina and Herman. Follow the Sunset . Garden City, New York: Doubleday and Company, Incor¬ 

porated, 1952. 

9. Webber, Irma E. Travelers All: The Story of How Plants Go Places . New York: William R. Scott, Incor¬ 

porated, 1944. 

FILMS 


10. 

How Clothing Is Made. 
Library. 

14 min., 16mm., 

sound, color. 

Film Associates. 

Available 

from 

Servicewide 

Film 

11. 

How Is Clothing Made? 

14 min., 16mm., 

sound, color. 

Film Associates. 

Available 

from 

Servicewide 

Film 


Library. 

12. How Sound Helps Us. 11 min., 16mm., sound, color. Coronet Films. Available from Servicewide Film 
Library. 


149 














RECORDINGS 


13. The Rhythms of the World . Text included. 1 - 10" LP. Folkways/Scholastic Records, 906 Sylvan 
Avenue, Englewood Cliffs, New Jersey 07632. 


14. Sounds of Insects . Recorded by Albro T. Gaul. 1 - 12" LP. 

Avenue, Englewood Cliffs, New Jersey 07632. 

15. Sounds of the Sea . Recorded by Naval Research Laboratory. 

906 Sylvan Avenue, Englewood Cliffs, New Jersey 07632. 


Folkways/Scholastic Records, 906 Sylvan 
1 - 12" LP. Folkways/Scholastic Records, 


150 





NUMBER CONCEPTS 

LEVEL TWO 


NUMBER CONCEPTS 


LEVEL TWO 


Goal 1: Understands that 
addends may be rearranged 
without affecting the sum 

Goal 2: Understands that 
zero does not change value 
when used as an addend or 
subtrahend 

Goal 3: Understands that 
when 3 addends are used, 

2 addends must be combined 
before the third is added 

Goal 4: Counts by 2's to 
24; 5's and 10's to 100 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 


Much practice should be given in regrouping a variety of objects to show 
that rearranging groups does not change the sum of the groups. 

Symbols used to denote grouping should be introduced; e.g., ( ), O . 


Children should frequently practice grouping objects to show that quantity 
does not change unless something is added or taken away. (Zero is identity 
element for addition and subtraction.) 


Working with cross number puzzles and magic squares are activities through 
which this concept may be developed and which should be of interest to chil¬ 
dren. (Mind can operate on only two numbers at once.) 

Children should practice grouping actual objects; such as, seeds, pennies, 
marbles, and pebbles, in groups of 2 and of 5. 

Children may count the objects by groups: 2, 4, 6, 8, ...; and 5, 10, 15, 

20, .... After concepts have been developed through concrete experience, 
children may count by rote by 2's and 5's. 

There are many real situations which provide opportunity for counting by 2's 
and 5*s. When playing hide-and-seek, the person who is "It" may count by 
5’s while others hide. Many games are scored in 2's and 5*s. In choosing 
partners for folk games and dances, children may count the couples by 2's. 
After meaning has been established, the child may count by rote for 
practice. 

Practice may lay the foundation for understanding multiplication and divi¬ 
sion. In handling groups of 2's, a child may discover that 4 contains two 
groups of 2 each; that two groups of 5's are 10; and so on. 


152 


NUMBER CONCEPTS 


LEVEL TWO 


Goal 5: Identifies 25c 
and 50c coins 


Goal 6: Makes change 
correctly with coins to 25c 


Goal 7: Develops under¬ 
standing of expanded nota¬ 
tion to include three-place 
numerals 


Goal 8: Understands the 
counting process to 1000 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 


The child has been taught to identify a cent, nickel, and dime by handling 
money. By the same method, he may be taught to idencify a quarter and a 
fifty-cent piece. 

He may handle all the coins to see which is larger in size, which is heav¬ 
ier, the kind of metal in each, and the designs on each. He may feel them 
to determine which coins have the smoother edges and which have the rougher 
edges. 

Activities have been suggested at previous levels to teach the child to make 
change with pennies and nickels and dimes. Five nickels may be placed in a 
pile and the child asked to find one coin that will buy as much as five 
nickels. 

Children may play store with one child acting as purchaser and the second as 
clerk. The teacher may refer to Level One for other suggestions. 

Two-place numerals may be represented by grouping objects into 10's and l's. 

36 = 3 groups of 10 and 6 ones, or 36 = 30 + 6. 

When the above concept is understood, it may be extended to include three- 
digit numerals. 

Activities related to expanded notation should be used to develop an under¬ 
standing of place value. 

To extend the meaning of numbers, the teacher may prepare cards that list 
several two-figure or three-figure numerals. The child may select a card, 
then illustrate each numeral by using pictures of objects in groups of ones, 
tens, and hundreds. 


153 



NUMBER CONCEPTS 


LEVEL TWO 


Goal 8: (Continued) 


Goal 9: Understands 
relation symbols and 
vocabulary for more 
less than , equal to , 
equal to 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 


Squares similar to those illustrated, made of paper or cardboard, may be 
used. 




:han, 


not 


Pupils need much practice in verbally comparing objects which they have 
grouped. When oral comparisons can be made correctly, children should be 
guided in writing the comparisons with the correct numerals and relation 
symbols. Examples: 

4 >3. 3 <4. 4 = 4. 3/4. 


154 
















































































NUMBER CONCEPTS 


LEVEL TWO 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 


Goal 10: Learns that sub¬ 
traction is the opposite of 
addition 


Additions concepts should be evaluated. Subtraction should be introduced in 
relation to the child's understanding of addition as a union of sets. 

Through much practice in removing and separating sets, the teacher should 
guide the child in establishing an understanding of subtraction as the sepa¬ 
ration of sets and as the inverse of addition. 


Goal 11: Recalls auto¬ 
matically addition and 
subtraction combinations 
to ten, and groups objects 
not exceeding twenty 


At Level One, activities were suggested for grouping concrete objects to ten 
in various combinations. When it is determined that children have attained 
this accomplishment, they may be taught to associate the correct number sym¬ 
bols with concrete groupings, and then to recall automatically the sums of 
all groupings to ten. 


They should have frequent practice in grouping marbles, seeds, pencils, and 
other classroom materials. Example: 

® @ 0 an ^ (D0 marbles 

The child may write the numeral 3 and the numeral 2 and place them beside 
the groups which they represent. He should be led to discover that if the 
two groups are combined, the total is 5 marbles. The process should be 

reversed by writing in figures 3 and 2 are _. The child may place three 

objects under the figure 3 and two objects under the figure 2 and then write 
5 in the blank. 


After much practice similar to the preceding, the child may learn that a 
shorter way to write 3 and 2 are 5 is 3 + 2 = 5. For reinforcement, drill 
cards may be prepared with dots on one side and numerals on the other side 
Example: 


i ® _ rr 
• -4— — ^ 

# 1 © 


3h 

h2 = 5 


155 











NUMBER CONCEPTS 


LEVEL TWO 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 


Goal 11: (Continued) 


When children can recall automatically all of the combinations to ten, writ¬ 
ten in the left-to-right form, (3+2=5), they may be introduced to the 
same combinations written in column form: 3 

+2 

5 


Drill cards with the combinations in column form, and with the answers to 
the combinations on the back of the card, may be prepared. Example: 


3 


3 

+ 2 


+ 2 



5 


The teacher should provide pleasurable situations that will call for the use 
of the combinations to ten; such as, tenpin games, or ring-toss games. A 
child may be given two throws, so that his score may be a total of two 
trials. 

A board with numerals placed over holes cut along the edge may be placed on 
the floor in a corner of the room. The children may divide into teams of 
two persons each. Each child tries to roll a marble into one of the holes. 
The score of each team is the sum of the scores of its two members. The 
larger numbers should be at each end of the board. If the child aims at the 
larger numbers and his marble misses the hole, he gets zero. Such practice 
may aid in the development of the concept of zero and in recognition of the 


156 






NUMBER CONCEPTS 


LEVEL TWO 


Goal 11: (Continued) 


Goal 12: Develops an under¬ 
standing of multiplication 
and division with products 
and dividends not to 
exceed 9 


Goal 13: Understands some 
number sentences 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 


symbol for zero. One child may act as scorekeeper for the game. Scorekeep- 
ers should be changed frequently. 


5 2 3 13 4 




Much practice should be provided in set union and partition to develop the 
concepts of multiplication and division. 

Children should often group and regroup sets of concrete objects to gain an 
understanding of multiplication. They should have much practice in inter¬ 
preting illustrations which depict multiplication through set union. 

Finally, practice should be given in reading, writing, and working from 
mathematical sentences in multiplication. 

The same procedure should be followed to develop and extend concepts of 
division. Children should be helped to perceive division as the reverse of 
multiplication. 

Children should practice saying and writing many numerals and word sentences 
to represent an identical idea. Examples: 

Two plus two equals four. 

2+2=4. 

Three minus two equals one. 

3-2=1. 


157 









NUMBER CONCEPTS 


LEVEL TWO 


Goal 13: (Continued) 


Goal 14: Solves one-step 
story problems with or with¬ 
out numerals involving 
addition or subtraction as 
illustrated in activities 
column 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 


Four groups of two equals eight. 

4x2 = 8. 

Eight objects divided into groups of four equals two groups of equal 
size. 

8^4=2. 

Children should have experiences in recognizing place-holder symbols; e.g., 
( ), 0, ?, X, _, and in solving problems of the following types. 

Finding the difference when the original number and the number taken 
away are known. Example: 

8 children are playing ball outside. 

5 children go inside. Then how many children will be playing? 

8 - 5 = ? 

Finding the original number when the number added and the total number 
are known. Example: 

Mary had some cookies. Her mother gave her 5 more. Then Mary had 
7 cookies. How many cookies did she have at first? 

_ +5=7. 

Finding the original number when number taken away and number remaining 
are known. Example: 

John had some marbles in a box. His friend took 3 of them away. 
There were 2 left. How many marbles did John have at first? 

-3 = 2. 


158 


NUMBER CONCEPTS 


LEVEL TWO 


Goal 14: (Continued) 


Goal 15: Divides materials 
and objects into halves, 
thirds, and fourths, and 
discusses these parts on an 
oral basis, only 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 


Finding the total number when the original number and number added are 
known. Example: 

3 boys were playing. 3 more boys came to play. Then how many boys 
were playing? 

3 + 3 = _. 

Children may cut such things as apples, bananas, carrots, and candy bars 
into halves and thirds. 

Pupils may divide 12 objects into two groups to discover that 6 objects are 
one-half of 12. They may divide a dozen oranges into halves and into thirds 
to discover that 6 is one-half of 12, and 4 is one-third of 12. 

At this level, children may divide actual objects or groups of objects, but 
should not be introduced to symbols 1/2, 1/3, and 1/4. 

Sample Language Implications Related to this Goal 

This is a whole sheet of paper. 

I can divide it into two pieces. 

I have two halves. 

This piece is one-half of the sheet of paper. 

This piece is one-half of the sheet of paper. 

Here are twelve blocks. 

I can divide the twelve blocks into two groups. 

These six blocks are one-half of the twelve blocks. 

These six blocks are one-half of the twelve blocks. 

I have two halves. 


159 



NUMBER CONCEPTS 

LEVEL THREE 


NUMBER CONCEPTS 


LEVEL THREE 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 


Goal 1: Extends his skill 
in addition: 

l.a. Recalls automati¬ 
cally all addition facts 

l.b. Does single column 
addition of three figures 
with sums greater than 9 

l.c. Uses two- and 
three-place numbers not 
involving regrouping 


Children's ability to work with addition facts through ten should be inven¬ 
toried. The same techniques and procedures as suggested at Level Two should 
be used in fixing the remainder of the addition facts. 

Some of the following activities may help in introducing the various steps 
in this goal. As far as possible, the teacher should make use of projects 
or activities being carried on by the group or by the community. Such prob¬ 
lems will be similar to the arithmetic experiences of all the children at 
this level. Adding miles traveled to school in two or three consecutive 
days, buying and selling at the store, keeping scores in games, adding col¬ 
lections, and adding money make to increase the classroom account are acti¬ 
vities in which children may engage. 

To check the accuracy of column addition, the teacher should guide pupils in 
adding the column in the opposite direction. If the second answer varies 
from the first, the child may be instructed to add up and then down the col¬ 
umn until he gets the same answer both ways. 


Goal 2: Extends his ability 
in subtraction: 

2.a. Recalls automati¬ 
cally the 100 subtraction 
facts 


2.b. Subtracts three- 
column problems without 
regrouping 


Care should be exercised to develop the concept before utilizing drill. 

Some children will need more individual help than others; therefore, con¬ 
tinuous regrouping of the children is necessary. 

Material for supplementary work and drills may be found in textbooks and 
workbooks. The teacher should select materials related to needs of the 
children. Textbooks or workbooks should not be followed page by page from 
beginning to end. 


2.c. Subtracts dollars 
and cents in subtraction 
problems 


161 


NUMBER CONCEPTS 


LEVEL THREE 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 


Goal 3: Extends expanded 
notation to four-digit 
numerals 

Goal 4: Rounds numbers to 
nearer 10 or 100 


Goal 5: Adds numbers 
involving regrouping 


An understanding of place value should be extended. Experiences should be 
provided for children to regroup two- and three-place numerals before they 
are introduced to regrouping four-digit numerals. 

The teacher should guide children in developing an understanding of rounding 
numbers to nearer ten through the analysis of numbers which are nearer ten 
than five, and others that are nearer groups of ten; e.g., 28 rounded to 
nearer ten is 30. The number line may be used to clarify this understanding. 

When children have gained some facility in grouping to nearer ten, they may 
practice grouping nearer one hundred. 

The children will need this kind of addition when buying several articles at 
a trading post; selling wool, cattle or other farm products; finding the 
amount of gasoline used for the school bus over a period of time; the number 
of children in several schools on the reservation; the cost of clothing; the 
total weight of lambs or cattle sold; the number of people getting X-rays in 
several communities on the reservation; the total population of several 
nearby towns, or several districts on the reservation; the number of tickets 
sold over a period of time; the total of mail-order purchases. 

When the child perceives a need for the use of addition in these situations, 
he should be taught the necessary steps of computation. 

A sound, fundamental understanding of the basic facts of addition is essen¬ 
tial to comprehension of carrying. Pupils should have many first-hand expe¬ 
riences in grouping and regrouping twigs, toothpicks, or other items as a 
foundation for regrouping from a study of pictures, and for the mental 
regrouping necessary in adding numbers in which carrying is involved. 

It is recommended that teachers follow procedures suggested in the arithme¬ 
tic text used by the school to develop concepts of carrying. 


162 


NUMBER CONCEPTS 


LEVEL THREE 


Goal 6: Extends concept of 
ordinal number to include 
multiples of 10 

Goal 7: Reads and writes 
numerals that represent 
dollars and cents 

Goal 8: Makes change to a 
dollar with 25q, 50q, 10q, 
5C, 1C 


Goal 9: Reads and writes 
numerals through ten- 
thousands 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 


Children may have practice in relating day of month, day of the year, and 
holiday dates with ordinals. 


The teacher should take advantage of every natural situation to give children 
experience in reading and writing numbers with a dollar and cents sign. 


Since children make purchases involving fairly large amounts of money, they 
have a real need to learn to make change. Children should learn to make 
change by the additive method in playing store. For example, the "cost" of 
an article is 18 cents and the child gives the "storekeeper" a quarter. The 
"storekeeper" would say "18," referring to the price of the article, "19, 

20" counting the two pennies; then, counting the nickel he would say "25." 
The child should count at the same time the "merchant" is giving it to him, 
or check on it before leaving the "store." 

Children at this level may profit by being sent on errands that involve 
bringing back change, and correctly counting the change as they place it in 
the teacher's hand. A strict accounting for change may help to instill the 
importance of accuracy and dependability. 

Opportunities should be provided for children to make actual purchases under 
teacher guidance. 

Children should have practice in grouping ten hundreds to make one thousand. 
The word thousand should be stressed in relation to this activity. 

Pictures may be used to help children visualize thousands, hundreds, tens 
and ones. 


163 



NUMBER CONCEPTS 


LEVEL THREE 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 


Goal 9: (Continued) 


Goal 10: Learns basic 
facts through products 
and dividends of 36 


Goal 11: Uses the symbol 
for 1/2, 1/4, 1/3, and 
extends understanding to 
include fifths, sixths, 
sevenths, and eighths 


Goal 12: Solves one-step 
problems without numerals 
involving addition and 
subtraction, using a 
variety of place holders 
in writing the mathematical 
sentence 


After oral practice in recognizing groups of thousands, children's concepts 
and skills should be extended to include reading and writing numerals 
through ten thousands. 

Pupils may learn basic multiplication and division facts for groups through 
36 by manipulation of objects, and through the study of illustrations of 
these basic facts. Children may make their own drawings to illustrate the 
groupings related to a particular fact. 

The teacher should proceed slowly so that children may become thoroughly 
familiar with these basic facts before they proceed to other work. 

The meaning of 1/2 may be extended by sharing an apple. Soap may be divided 
into two pieces. Children often use 1/2 sheet of paper, or 1/2 of a paper 
towel. Measurements are counted to the 1/2 inch. Children at this level 
are familiar with 1/2 dollar. A cup is 1/2 pint. Any sharing where the 
article can be divided in halves, thirds, or fourths may give meaningful 
experience. 

Children may divide an object or groups of objects into equal parts of the 
whole and choose correctly the name for the part to extend understanding to 
include fifths, sixths, sevenths, and eighths. 

They should be taught to read and to write the symbols for a half, third, 
and fourth. 

The child of this level should be able to solve the following types of 
problems: 

1. Finding the total when the original number and the number added are 
known 


164 


NUMBER CONCEPTS 


LEVEL THREE 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 


Goal 12: (Continued) 


Example: Jim had 6 apples. Tom gave him 3 apples. How many did 

Jim have then? 



2. Finding the difference when the original number and the number taken 
away are known 


Example: 


John had 9 puppies, 
left: 

9 - 7 = 




He gave 7 away. How many did he have 


3. Finding how many were added or needed when the original number and 
the total or desired total are known 


Example: Jim had 3 horses. 

Jim had 5 horses, 
him? 

3 + _ = 5. 


After his father gave him some more, 
How many horses did Jim's father give 


4. Finding the original number when the number added and the resulting 
total are known 

Example: Jim had some puppies. Tom gave him 3 puppies. Then he 
had 7 puppies. How many puppies did Jim have to begin 
with? 

1+3 = 7. 


165 


NUMBER CONCEPTS 


LEVEL THREE 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 


Goal 12: (Continued) 


Sample Language Implications Related to this Goal 

Situation : Group of ten children working under teacher's guidance. Child A 

and B carry out the acting. Child C asks the question. Child D gives the 
answer. Child E writes the whole problem on the board in mathematical symbols. 
Other pupils in the group may write the whole problem in mathematical symbols 
on their papers. 


Child A 
B 
C 
D 

Child E 


(Jack) I want six blocks. 

(Mary) Here are four blocks. 

How many blocks does (Jack) need? 

(Jack) needs two blocks. 

(Writes the problem and solution in the various appropriate mathe¬ 
matical sentences.) 


Child A 
B 
C 
D 

Child E 


(Jack) I have 7 blocks. Here are some for you. 

(Mary) (Jack) gave me 3 blocks. 

How many blocks does (Jack) have left? 

(He) has 4 blocks left. 

(Writes the problem and solution in the various appropriate mathe¬ 
matical sentences.) 


Child A 
B 
C 
D 
E 


(Jack) 

(Mary) 


Writes: 


Here are five blocks. (Giving them to Child B) 
Now I have eleven blocks. 

How many blocks did (Mary) have at first? 

(Mary) had six blocks at first. 

11 blocks 

- 5 blocks or _ blocks + 5 blocks = 11 blocks. 

6 blocks 


166 








NUMBER CONCEPTS 


LEVEL THREE 


Goal 12: (Continued) 


Goal 13: Tells time to 
nearest minute interval 


Goal 14: Recognizes 
standard measures: inch 
foot, yard, pint, quart 
cup, dozen 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 


I'll take seven of your blocks. 

Now I have five. 

How many blocks did (Mary) have at first? 

(Mary) had 12 blocks. 

7 blocks 

+5 blocks or _ blocks - 7 blocks = 5 blocks. 

12 blocks 

1 have 2 blocks. 

Here are 3 more. 

How many blocks does (Jack) have now? 

(Jack) has 5 blocks now. 

2 blocks 
-3 blocks 
5 blocks in all. 

the When children can tell time by the hour, half-hour, and quarter-hour, they 
may be helped to tell time to the nearest 5 minutes by noting the time for 
various activities during the school day; such as: 

We wash our hands at 11:55. 

We have recess at 2:15. 

We read at 9:25. 

Recognition of measurements should be taught in meaningful situations. 
Measuring a book, if you need to find out how deep to make a shelf, is a 
meaningful experience. Measuring a book just for the sake of measuring is 
of doubtful value. Meaningful measuring experiences should be stressed. No 
new terms of measurement should be introduced except in meaningful situa¬ 
tions. Each child should have many experiences in measuring. Buying things 
by the dozen, such as cookies, rolls, eggs, and oranges, provides an experi¬ 
ence for children to learn that 12 things make a dozen. They may learn that 
classroom pencils come in packages of a dozen. 


Child A: (Jack) 

B: (Mary) 
C: 

D: 

E: Writes: 


Child A: (Jack) 

B: (Mary) 
C: 

D: 

E: Writes: 


167 





NUMBER CONCEPTS 


LEVEL THREE 


EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 


Goal 14r (Continued) 


Goal 15: Recognizes com¬ 
monly used postage stamps, 
and knows when to use each 


Pupils may measure one another to determine their heights. This activity 
may be purposefully related to speaking goals concerning taller than and 
shorter than . 

Children may measure distance in yards or feet to see how far to set the 
goal in a game such as bean bag. They may measure the distance to place the 
Snellen Eye Chart. They may measure material for costumes, paper for a 
homemade movie or frieze, screen needed for a door or window, space for 
placing a picture. 

Pupils may measure liquids required for a party, and count the cups or 1/2 
pints of milk served at a meal. 

A worthwhile activity for this level is a classroom post office. Children 
may keep stamps of various denominations for sale. This may aid children in 
learning to recognize stamps of various denominations, and their uses. It 
also may help them in learning to handle money and to respect property not 
their own. 


168 




BIBLIOGRAPHY 


BOOKS 


1. Adler, Irving. Numbers Old and New . New York: John Day Company, 1960. 

2. Adler, Peggy. Second Book of Puzzles and Riddles . New York: John Day Company, 1963. 

3. Barr, Stephen. Miscellany of Puzzles: Mathematical and Otherwise . New York: Thomas Y. Crowell 

Company, 1965. 

4. Betz, William, and others. Everyday General Mathematics (2 books). Boston: Ginn and Company, 1965. 

5. Clark, John R. Growth in Arithmetic 3 . Discovery edition. New York: Harcourt, Brace and World, 

Incorporated, 1962. 

6. . Two by Two. Growth in Arithmetic Series. New York: Harcourt, Brace and World, Incorporated, 

1962. 

7. Crescimbeni, Joseph. Arithmetic Enrichment Activities for Elementary School Children . New York: 

Prentice-Hall, Incorporated, 1965. 

8. Hartung, Maurice L., and others. Seeing Through Arithmetic 2 . Chicago: Scott, Foresman and Company, 

1963. 

9. _. Seeing Through Arithmetic 3 . Chicago: Scott, Foresman and Company, 1963. 

10. Hogben, Lancelot Thomas. Wonderful World of Mathematics . New York: Doubleday and Company, Incorpo¬ 

rated, 1955. 

FILM 


11. Modern Mathematics: Number Sentences . 11 min., 16mm., sound, color. Bailey Films. Available from 
Servicewide Film Library. 


169 


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